Board Certified Behavior Analyst (BCBA) – Program Supervisor

The Faison Center•Richmond, VA

About The Position

To provide staff development, supervision and organizational leadership for an assigned program in the effective implementation of the applied behavioral analysis process; to supervise and monitor implementation of programming for positive behavioral changes; and to ensure successful relationships with partner organizations and families. The Program Supervisor embodies The Faison Center’s TEAM values—Together, Excellence, Accountability, and Mission-driven.

Requirements

Master’s degree in special education or related field required.
Board Certification in Behavior Analysis required; or the ability to obtain within six months of hire.
Special education teacher licensure in Virginia preferred.
Knowledge of educational reports including IEPs, Interim Reports, Progress Reports and Report Cards.
Knowledgeable in data collection.
Ability to interpret and utilize data to generate reports.
Ability to understand and utilize external information to update reports.
Ability to interact with students, parents and guests with patience and respect.
Ability to prepare and maintain records and reports in an accurate and complete manner.
Ability to manage projects, multiple tasks and develop solutions to problems with limited supervision.
Ability to operate and generally maintain all office equipment, including but not limited to the copier.
Proficiency with Windows & Microsoft Office 365, particularly Word, Excel, PowerPoint, Outlook and other web-based software.
Able to work in a fast-paced, high-energy environment and be flexible.
Ability to meet attendance requirements.
Ability to read, write, and communicate the English language effectively.
Ability to communicate clearly both orally and in writing.
Ability to work under the pressure of deadlines and time constraints.
Ability to lift 50 pounds (and keep back straight while doing so).
Ability to bend at all joints fluently.
Ability to reach in all directions
Ability to grasp using both hands.
Ability to move quickly in both confined and open spaces to avoid safety issues.
Duties are usually performed by the combinations of sitting, standing, and walking on a change basis.

Nice To Haves

Special education teacher licensure in Virginia preferred.

Responsibilities

Supervises all behavior analytic programming for assigned clients, incorporating individual and group program objectives.
Administers medication as needed, following appropriate training.
Provides individualized parent training on tactics to address goals for students at home as needed.
Utilizes data for use in determining further programming.
Coordinates design and data collection of research projects under supervision of the Senior Behavior Analyst.
Supervises and mentors staff assigned to teams, working with Human Resources to maintain appropriate staffing levels.
Ensures and documents program planning and management, individual client progress and staff development.
Oversees accuracy of implementation for individual Behavior Intervention Plans.
Conducts TPRA observations with staff working with clients.
Delivers staff training and other professional development as needed.
Participates in development and oversees execution of the expense budget for the program.
Ensures that classroom teachers under supervision have a plan and are taking reasonable action towards (a) obtaining their provisional license, (b) obtaining their renewable license, or (c) maintaining their renewable license; whichever is applicable.
Develops specific objectives for each client during initial evaluation.
Ensures implementation of daily activities focused on each objective.
Maintains and updates Individualized Educational/Program Plans.
Reviews progress reports provided to parents.
Assesses progress and makes changes to programs as needed in collaboration with classroom teachers.
Coordinates communication with necessary parties regarding timelines for required meetings, authorizations, and services funding, etc.
Maintains daily communication with teams regarding each client and family.
Responds to emergency situations as needed.
Follows school policy to oversee the educational administration of The Faison School in the absence of the Assistant Director or Director of the School.
Expectations are clear, well communicated, and relate to the goals and objectives of the program.
Staff receive frequent, constructive feedback.
Staff have the necessary knowledge, skills, and abilities to accomplish goals.
Performance issues are addressed and documented as they occur.
Safety issues are reviewed and communicated to ensure a safe and healthy workplace.