Board Certified Behavior Analyst - School-Based Candidate Pool

ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!

ABOUT THE APPLICATION PROCESS

Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.

Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .

Job Posting End Date:

Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

DESCRIPTION

Under the direction of the Director of Special Education, Specialized Programming and the school principal(s), the Board Certified Behavior Analyst (BCBA) supports the development of inclusive, student-centered learning environments that are responsive to the diverse strengths and needs of students with disabilities. The role emphasizes a neurodivergent-affirming approach, partnering with educators, related service providers, and families to design and implement instructional and environmental supports that promote access, engagement, and meaningful participation in general education settings.

The BCBA is embedded within one or two school communities, working closely alongside staff as a consistent, school-based partner. The BCBA serves as a coach and thought partner, building capacity to create supportive, predictable, and responsive classroom environments. This includes guiding the use of evidence-based practices, facilitating collaborative problem-solving, and supporting teams in understanding student behavior as communication. The role prioritizes strengthening Tier 1 and supplemental supports within a multi-tiered system of support (MTSS) framework to meet student needs proactively.

In addition, the position includes responsibilities related to data-informed decision-making, including conducting functional behavior assessments, supporting the development and monitoring of individualized intervention plans, and guiding teams in the use of data to evaluate and adjust supports. The BCBA also contributes to professional learning by designing and delivering training aligned to inclusive and affirming practices, ensuring staff have the tools and understanding needed to support all learners effectively. This role advances the organization’s commitment to equitable, inclusive, and evidence-based practices that honor student identity, promote belonging, and support positive academic and social-emotional outcomes.

MINIMUM QUALIFICATIONS

Applicants must meet all qualifications below to be considered for the vacancy.

Education:

Master’s degree from an accredited college or university.

Certification/Licensure:

Hold a current Board Certified Behavior Analyst (BCBA) certification issued by the Behavior Analyst Certification Board (BACB).

Hold a valid Behavior Analyst License issued by the Maryland Board of Professional Counselors and Therapists.

Experience:

Two years of experience designing or implementing Applied Behavior Analysis (ABA) programming and conducting data analyses.

PREFERRED QUALIFICATIONS

The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don’t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.

Master’s degree from an accredited college or university in education or a behavioral science field (to include psychology or related fields), or a graduate degree in Applied Behavior Analysis.

Experience providing direct services aligned with ABA to persons with disabilities, ages birth through 21 within a public-school setting.

Experience delivering professional development and coaching to school-based staff on Applied Behavior Analysis (ABA) principles, behavior intervention strategies, and data-driven practices to support students with disabilities.

ESSENTIAL POSITION RESPONSIBILITIES

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

Coordinate individualized instructional and behavioral programs for students with IEPs using ABA principles.

Collaborate with interdisciplinary teams, including teachers, related service providers, and families, to develop effective behavior plans.

Conduct fidelity checks and monitor the implementation of behavior intervention plans.

Administer or guide the selection of assessment tools (e.g., ABLLS-R, VB-MAPP, FBA, FA).

Provide training and consultation to school and central office staff on ABA, data analysis, and intervention strategies.

Participate in committees and workgroups supporting the implementation of tiered service delivery models within the Department of Special Education.

ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

Knowledge

Deep and comprehensive knowledge of the core principles, concepts, and techniques of ABA, including reinforcement, punishment, shaping, chaining, extinction, and prompting.

Working knowledge of relevant federal and state special education laws (e.g., IDEA) and evidence-based educational practices for students with diverse disabilities.

Expertise in conducting and overseeing Functional Behavior Assessments (FBAs), developing Behavior Intervention Plans (BIPs), and selecting appropriate ABA-based interventions (e.g., Discrete Trial Training, Natural Environment Teaching).

Thorough understanding of various methods for collecting, graphing, analyzing, and interpreting behavioral and academic data to inform instructional decisions and program effectiveness.

Knowledge of how to integrate ABA principles into academic instruction and social-emotional learning curricula for students with disabilities.

Skills

Exceptional skills in designing, developing, and overseeing the implementation of individualized, data-driven instructional and behavioral programs for students with disabilities, ensuring alignment with IEP goals.

Proficiency in utilizing data collection systems, analyzing complex data sets, and translating analysis into actionable, evidence-based program adjustments and recommendations.

Strong skills in consulting effectively with educators, school administrators, and families to build consensus, share expertise, and collaboratively design and monitor student programs.

Demonstrated ability to deliver impactful professional development and provide effective, individualized coaching to staff (teachers, aides, therapists) on the fidelity and implementation of ABA practices and intervention plans.

Excellent written and verbal communication skills for preparing comprehensive reports, presenting assessment findings, and explaining complex ABA concepts clearly to diverse stakeholders.

Abilities

Ability to monitor, evaluate, and ensure the fidelity (accurate and consistent implementation) of behavior intervention plans and instructional strategies across various educational settings.

Ability to exercise sound, ethical judgment in applying ABA principles, maintaining confidentiality, and adhering to professional codes of conduct (e.g., BACB guidelines, if applicable).