Supervisor, School Services (BCBA Certification Required)

Anova Education; Boston (MA); On-site; USD 90,000 - 100,000; Full time

Benefits offered by this job

Sign-on bonus

Job summary

Anova Education seeks a Supervisor of School Services in Boston, MA to oversee case management and direction for student services in the school system.

The role requires BCBA certification and experience in school-based ABA, IEP processes, and collaboration with multidisciplinary teams. You will supervise staff, ensure program fidelity, and contribute to program development in partner districts.

Qualifications

• BCBA certification in good standing with BACB.
• 2+ years of behavioral consultation in school settings preferred.
• Experience with autism spectrum disorders and developmental disabilities.
• Experience supervising behavior interventionists or building behavioral support teams preferred.
• Ability to collaborate with multidisciplinary educational teams.

Responsibilities

• Provide supervision to Behavior Interventionists and Program Manager.
• Conduct Functional Behavior Assessments (FBAs) and develop BIPs.
• Collaborate with district teams and participate in IEP meetings.
• Train school personnel on ABA and data collection procedures.
• Monitor fidelity of behavior programs and maintain documentation.
• Lead staff training and professional development.

Skills

ABA principles

Data analysis

Staff coaching

Multidisciplinary collaboration

Communication skills

BACB supervision

Education

BCBA certification

Master's degree in Education/Psychology

Job description

General information

Press space or enter keys to toggle section visibility

City: Boston

State: Massachusetts

Team: Clinical Administration

Working time: Full- Time

Description & Requirements

Press space or enter keys to toggle section visibility

$5,000 Sign-On Bonus

Compensation: $90,000 - $100,000

Job Summary:

The Supervisor of School Services provides case management oversight and direction designed to optimize access to curriculum and IEP goals and objectives, while supporting function-based behavior assessment and intervention planning. The Supervisor works collaboratively within a multidisciplinary school-based team to maximize efficiency of service delivery, while providing supervision to the Program Manager, School Services aimed to advance development of skills and excellent customer service.

Essential Job Functions:

Behavioral Assessment and Intervention

• Conduct Functional Behavior Assessments (FBAs) and other behavioral assessments to identify the function of behavior and contributing environmental variables.
• Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned with student IEP goals and educational objectives.
• Conduct classroom observations and provide written recommendations to support student success in the educational setting.
• Collect, analyze, and interpret behavioral data to evaluate intervention effectiveness and guide treatment modifications.
• Ensure behavior programming reflects evidence-based ABA practices and demonstrates social validity.
• When necessary to maintain continuity of services, provide temporary direct student support or assist with BII-level implementation while staffing solutions are arranged.

School Consultation and Collaboration

• Provide consultation and coaching to teachers, paraprofessionals, and school staff regarding behavior management strategies and Applied Behavior Analysis principles.
• Collaborate with multidisciplinary school teams including administrators, psychologists, speech therapists, and special education staff.
• Participate in Individualized Education Program (IEP) meetings and other multidisciplinary planning meetings.
• Partner with families and school staff to ensure consistency in behavioral supports across school environments.
• Support district implementation of Positive Behavior Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS).
• Collaborate closely with district behavior specialists, program specialists, and district-level behavior teams to ensure alignment with district practices and student support strategies

Staff Training and Professional Development

• Train school personnel on behavioral intervention techniques, crisis prevention strategies, and data collection procedures.
• Provide coaching and feedback to paraprofessionals and school staff implementing behavior plans.
• Develop and facilitate professional development related to behavior support, classroom management, and evidence-based interventions.
• Model effective behavioral intervention strategies within classroom environments when appropriate.
• Support onboarding and development of new Behavior Interventionists or other staff assigned to student programs.
• Assist in developing the structure of behavioral support teams as programs expand within partner districts.

Program Oversight and Documentation

• Monitor fidelity of implementation for Behavior Intervention Plans and behavioral support strategies.
• Maintain accurate documentation including behavioral assessments, progress summaries, consultation notes, and service logs.
• Ensure behavioral services comply with district policies, state regulations, and BACB ethical guidelines.
• Provide behavioral progress updates and recommendations to IEP teams and district leadership.
• Assist with district-wide behavior initiatives and program improvement efforts.
• Prepare written reports, assessment summaries, and behavioral documentation required for upcoming IEP meetings, program reviews, and district consultations
• Contribute clinical input to documentation supporting IEP development, behavior plan updates, and progress reporting.

Leadership and Clinical Supervision

• Provide supervision and guidance to Behavior Interventionists, Program Managers, or other staff implementing behavioral supports in school settings.
• Conduct competency assessments and supervision of RBTs and BCBA trainees in accordance with BACB standards when applicable.
• Support professional development and performance improvement of assigned staff.
• Participate in team meetings and interdisciplinary planning sessions.
• Mentor and guide staff supporting assigned students, with the potential to develop and lead a growing team as district programs expand.

Organizational Contribution

• Contribute to development of school-based behavioral programs and service delivery models.
• Participate in territory or regional meetings as assigned.
• Promote collaborative partnerships with school districts and educational stakeholders.
• Follow company policies and procedures while supporting alignment with district expectations.
• Demonstrate adaptability in meeting district needs, including adjusting level of direct involvement based on program requirements and staffing availability

*This position may include responsibilities in providing Fieldwork Experiential Supervision to BCBA Trainees in accordance with BACB standards. Additional responsibilities with documentation and frequency of supervision contact are outlined in Intercare’s Supervision Standard specific to BACB required supervision.

Positions Supervised (Direct Reports):

• Behavior Interventionist, School Services
• Program Manager

Education, Experience, Certification Requirements:

• Analysis, Psychology, Education, or a related field.
• Board Certified Behavior Analyst (BCBA) certification in good standing with the Behavior Analyst Certification Board.
• 2+ years experience providing behavioral consultation in school settings is strongly preferred.
• Experience working with students with autism spectrum disorder, emotional/behavioral disorders, or developmental disabilities.
• Experience collaborating with multidisciplinary educational teams preferred.
• Experience supervising behavior interventionists or building behavioral support teams in school settings strongly preferred.

Skills, Abilities and Other Requirements

• Strong knowledge of Applied Behavior Analysis (ABA) principles and evidence-based interventions.
• Ability to conduct behavioral assessments and interpret behavioral data.
• Skill in training and coaching educators and paraprofessionals.
• Strong written and verbal communication skills.
• Ability to collaborate effectively within multidisciplinary educational teams.
• Understanding of special education law and the IEP process.
• Sensitivity to ethnically, linguistically, culturally, and economically diverse individuals.
• Ability to balance consultative responsibilities with occasional direct implementation support when required.

Working Conditions

• Work primarily occurs in school classrooms and administrative offices across multiple district school sites.
• Regular travel between school campuses may be required.
• Work involves classroom observation, consultation, training, and student support activities.

The role may occasionally involve direct classroom support or behavioral implementation during periods of staffing transition or program development