Accredited Business Accountants (ABA), Analysis Skills, Autism, Behavioral Intervention, Career Counseling, Child Development, Data Collection, Functional Analysis, Functional Programming Languages, Materials Testing, Needs Assessment, Organizational Skills, People Management, Performance Metrics, Plan Meetings, Policy Development, Procedure Development, Program Evaluation, Psychology, Service Delivery, Special Education, Special Needs, Staff Development, Staff Training, Training Program, Training/Teaching, Training/Teaching Curriculum
Job Description:
For the full job posting please visit the USJ/Gengras Center School career center.
This position supports the Gengras Center by assisting the Director and Associate Director in servicing the needs of The Gengras Center while adhering to the State of Connecticut guidelines for special needs students. The BCBA must be knowledgeable in the areas of behavioral assessment and intervention including functional assessment/analysis, antecedent intervention, reinforcement-based strategies, instructional procedures (e.g., Direct Instruction, precision teaching, discrete trial instruction, and task analysis) for students with a variety of significant disabilities. This position will develop specialized programs for individuals with cognitive disabilities, autism, challenging behaviors or learning differences. Train teachers and teacher assistants for specialized program details and data collection. Lead or assist in Functional Behavior Assessments and Behavior Intervention Plans across the Gengras Center. As a lab school, the Gengras Center provides supervision hours to students in the ABA program and the candidate must be able to provide supervision according to the BACB requirements.
CURRICULUM-INSTRUCTION-ASSESSMENT:
- Provide direct service and indirect service to students based on IEP service delivery hours.
- Provide social skills groups, skill acquisition support, and individual treatment as needed and based on IEP goals, objectives, and service delivery hours.
- Provide or assist with training in life skills, post-secondary education and transition skills, sex education, and other pertinent areas based on student needs.
- Assist in the development of curriculum guidelines and update curriculum model and evaluation system to align with Common Core State Standards as needed.
- Assist with testing materials and implementation for all areas of the curriculum, and three-year reevaluations.
Program Organization/Management
- Assist in establishing policies, procedures, and schedules for program operation.
- Assist in developing and organizing programs to meet identified needs for the Gengras Center.
- Contribute to the identification and implementation of program goals and objectives.
- Develop and conduct workshops/in-services pertaining to staff development.
STAFF DEVELOPMENT, SUPERVISION AND EVALUATION:
- Assist with professional development activities and in-service training workshops to meet the needs of The Gengras Center School staff.
- Conduct periodic trainings, which are specifically focused at some aspect of the teaching and learning process.
- Model instructional techniques in the classroom, when appropriate.
- Assist teachers to increase their knowledge and improve their teaching competencies.
- Coordinate and conduct skills assessments of the program's staff utilizing competency-based performance measures.
COMMUNICATION:
- Assist in planning and conducting meetings for the staff.
- Assist in the articulation of the academic instructional program, and facilitate inter-departmental communication to enhance the Center's transdisciplinary teaming model.
STUDENT-PARENT RELATIONSHIPS
- Serve as a liaison between the Gengras Center and parents.
- Recommend ways in which parents can support school efforts.
- Conduct informational workshops for parents, as needed.
PERSONAL-PROFESSIONAL COMPETENCIES:
- Demonstrate ability and willingness to work effectively with people.
- Consistently establish and maintain rapport with others.
- Exhibit a high caliber in presentation of work, both in physical presentation and soundness of facts and concepts.
JOB KNOWLEDGE:
- Demonstrate knowledge of child development, learning theory, and research-based instruction.
- Demonstrate knowledge of school curriculum and curriculum development, with a focus on Connecticut's Common Core State Standards.
BEHAVIORAL EFFECTIVENESS:
- Know, understand, and respect pupils.
- Demonstrate understanding of student motivation strategies.
QUALIFICATIONS:
- Master's Degree in Applied Behavior Analysis, Psychology or related field and BCBA, Licensed Behavior Analyst in the state of Connecticut.
- At least three years' experience in developing and supporting comprehensive educational programs for individuals with autism and related disabilities. Knowledge of staff training, Special Education/Vocational programming, and a functional analysis/assessment and behavioral programming with a concentration on children with autism and intellectual or multiple disabilities.
- Experience working with students with significant behavioral and learning challenges.