Registered Behavior Technician Adjunct Faculty

National Louis University•Chicago, IL

16h•Hybrid

About The Position

We are proactively recruiting at this time for openings expected in the future for our Adjunct Pool. The Accelerate U at National Louis University seeks qualified professionals for adjunct teaching positions as a Registered Behavior Technician Adjunct. Our vision is to find experienced instructors who are able to teach while focusing on other responsibilities including working in the field, expanding their skill set, or pursuing their own education. Availability: New adjunct training begins in the month leading up to a new start and is typically around four (1 hour long) sessions over Zoom in addition to asynchronous follow up. Teach RBT 100, class sessions are online from 7-9pm on Tuesdays and Thursdays, and 1-2 Saturdays from 7:45am - 12pm on campus in Chicago. This is a 6-week commitment. Teach RBT 110 and 120, class sessions are online from 7-9pm on Tuesdays. This is a 12-week commitment. Please note: it is possible to split up the teaching between RBT 100 and RBT 110/120 depending on the availability of other instructors and program needs. This is the right role for you if: You are committed to equity, access, and building economic mobility. You understand that economic disparity and income inequality are destabilizing forces for a true democracy. You know the power of a great education – one that catapults a learner into new, choice-filled opportunities. You also know that too many talented, high-potential people get left out, overlooked, or skipped over when it comes to opportunities. You want to break down those barriers, destroy those misconceptions, and prepare and connect extraordinarily talented people with the opportunities they deserve. You are driven to succeed. You are passionate about serving all Accelerate U participants including first-generation learners and others motivated by the challenge of becoming a Registered Behavior Technician. You want to take everything you know about Applied Behavior Analysis and translate it, through the Accelerate U curriculum, to others. You’re agile, creative, flexible and engaging in how you teach - ready to figure out the exact right way to reach each learner. You believe all Accelerate U learners can be successful and that your job is to transform their motivation into the skills and mindset of a great RBT. You are a great teacher. You love every part of teaching ABA: the technical stuff, of course, but also the professional skills, cultural competency, and habits that are essential for success as an RBT. You’re excited to teach across different mediums – synchronously over Zoom, asynchronously on our learning management system, one-on-one with individual learners or small groups, etc. You’re eager for feedback and always trying to get better. You’re excited to collaborate with others such as professional coaches, peer instructors, and the Accelerate U team. You want to create a community – a sense of belonging – for every learner. You understand learners are not passive enrollees in our program, but active drivers of their own learning. You are committed to creating a community in which learners support the learning of one another: exploring content together, encouraging one another, and holding each other accountable on their way to full-time work. You may even work along-side program alumni who have returned to be coaches or instructors. As an instructor, you will create a space for learners to build “social capital” among their colleagues so that they head into work with a meaningful, professional network.

Requirements

At least two (2) years experience working with clients as a Board Certified Behavior Analyst (BCBA)
Master’s degree or higher in related field
Completion of 8 hour Supervisor Training and at least one (1) year of experience supervising Registered Behavior Technicians or behavior technicians

Nice To Haves

Prior experiencing hiring and training RBTs in a clinical setting.
Prior teaching experience with knowledge of course development, instruction, evaluation, and academic advising.
Online teaching experience preferred.
Experience with digital tools for teaching, teaching in either online or blended/hybrid formats, and teaching to students of diverse backgrounds and abilities.
Experience utilizing the CR Institute (Central Reach Institute) content and online learning systems.

Responsibilities

Demonstrate excellence in teaching: Empower students to develop competency by sharing a passion and expertise for the RBT profession and its competencies and skills.
Utilize technology-based teaching platforms including Zoom, a web-conferencing technology; and Desire to Learn (D2L), the University’s Learning Management System.
Deliver two, 2-hour Zoom-based synchronous (live) classes weekly with your students to develop clinical skills and build on/reiterate recent learning in the program.
Deliver two Saturday workshops on campus in Chicago where students will put their knowledge into action and prepare for the competency assessment.
Provide actionable, individualized feedback to each student on learning activities and assignments.
Demonstrate, maintain, and continuously strengthen content expertise: Maintain current and active content knowledge in the ABA field that is reflected in instruction.
Collaborate with other faculty members, instructor designers, and Accelerate U teammates to enhance and improve the course content and activities.
Promote student success with a proactive, high-expectations, high-support approach: Demonstrate flexibility in delivery and work schedule to provide personalized student support.
Identify gaps between student needs and existing resources and services; generate creative resolutions.
Maintain consistent, regular student support activities, including one-on-one check-ins, regular email communication, and office hours.
Engage in data-driven instruction and student support planning: Engage in regular data-driven planning meetings with faculty, coaches and support specialists to report student progress and obstacles and to plan student support interventions.
Monitor and intervene on student progress using available data from D2L and the adaptive courseware engine
Commit to continuous improvement of self and colleagues (i.e., professional development): Keep student records updated according to expected guidelines.
Be prepared, yet flexible.
Be empathetic, yet structured.
Differentiate instruction and support based on student needs.
Participate in 10-15 hours of Accelerate U orientation and instructional professional development before the start of each cohort.