Board Certified Behavior Analyst (BCBA) - Multiple Openings District Wide

Young World Physical Education; Portland (ME); On-site; USD 60,000 - 80,000; Full time

Benefits offered by this job

Eligible for benefits as outlined

Job summary

Young World Physical Education in Portland, Maine is seeking a Board Certified Behavior Analyst (BCBA) for a full-time position. Candidates should demonstrate strong communication skills and be prepared to provide behavioral analysis and support for students with various needs.

This role involves collaboration with educators, monitoring of behavioral data, and providing professional development. Successful applicants will have a Master’s degree and certification as a BCBA.

Qualifications

• Master’s degree in education, behavior intervention, or related field.
• Current Board Certified Behavior Analyst certification.
• Experience working with diverse populations and English Learners is preferred.

Responsibilities

• Provide behavior analytic services in support of students requiring these services.
• Conduct functional behavior assessments and develop positive support plans.
• Collaborate with school staff to meet the behavioral needs of students.

Skills

Behavioral coaching

Collaboration

Evidence-based practices

Data analysis

Flexibility

Education

Master’s degree in education or related field

Job description

Board Certified Behavior Analyst (BCBA) - Multiple Openings District Wide

Title

Board Certified Behavior Analyst District Wide

Position Overview

Portland Public Schools seeks a highly qualified, collaborative Board Certified Behavior Analyst (BCBA) to join our team. This is a full‑time position reporting to the Director of Specialized Programs. Successful candidates must demonstrate excellent professional judgment and strong communication skills in order to work effectively with parents and teams of both school‑based and interdisciplinary professionals. The BCBA will provide behavior analytic services in support of students requiring this service, as well as professional development and oversight of staff who provide behavioral programming. Experience and interest in working with diverse populations and English Learners is highly preferred.

Essential Responsibilities

• Work with district programs for students with low‑incidence disabilities or students with social, emotional, or behavioral disabilities to fully integrate evidence‑based practices in the area of behavior into the structure and approach of the classrooms.
• Provide behavioral coaching and modeling for district programs.
• Support the completion of functional behavior assessments and the development of positive support plans for students across the district, as needed.
• Collaborate with other school and district staff to ensure that the behavioral and functional needs of students across the district are met.
• In collaboration with special education coordinators and case managers, ensure accuracy and timeliness of required documentation associated with the development of IEPs for students served.
• Ensure accuracy of student and program‑level behavioral data.
• Meet regularly with the Director of Specialized Programs and the Program Coordinator for Specialized Programs to analyze data, and review processes, patterns and trends to inform program development.
• Provide professional development in the area of behavioral intervention and programming for staff across the district.
• Engage in ongoing professional development to stay connected to best practices and new developments in the field.
• Participate positively and effectively in grade‑level, team, school‑ and district‑level meetings and workgroups.
• Demonstrate a collaborative, problem‑solving orientation during all meetings, with a focus on getting to a solution that is best for the student.
• Develop strong, positive relationships with students, parents and guardians, educators, administrators, community members, and colleagues.
• Demonstrate flexibility to respond to specific student needs and provide behavioral support when behavioral needs are significant.

Preferred Professional Knowledge

• Interventions and strategies to promote social and emotional functioning and mental health.
• Biological, cultural, developmental, and social influences on behavior and learning.
• Principles for working with diverse student and community populations.
• Strategies to develop collaboration between families and schools.
• Evidence‑based school practices that promote learning and mental health.
• Principles and research related to resilience, social and emotional learning, multi‑tiered prevention and intervention.
• Varied models of consultation, communication, collaborative problem‑solving (including active listening skills), and counseling.
• Research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
• Ethical, legal, and professional standards.
• Design and expectations of general and special education across the district.

Education, Training and Experience

• Master’s degree in education, behavior intervention, or related field.

Credential Requirements

• Maine State fingerprint (CHRC) authorization.
• Current Board Certified Behavior Analyst certification.

Employment Details

• Schedule: School Year, Full Time (1.0 FTE)
• Assignment: Permanent
• Contract: Part of PEA union (see 2025‑2028 CBA).
• Salary: Based on education and experience, as outlined in CBA.
• Benefits: Eligible for benefits as outlined.

EEO Statement

Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.