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Position Summary:

To lead students toward the fulfillment of their potential for intellectual, emotional, and behavioral growth and maturation.


Essential Duties:

  1. Collaborates and consults with school staff, parents, and administrators to find effective solutions for students struggling behaviorally.
  2. Collaborates in the development, management, and implementation of Functional Behavior Assessments and Behavior Intervention Plans.
  3. Directs and supports teacher assistants for the purpose of providing an effective classroom program and addressing the needs of individual students.
  4. Provides ongoing training, modeling, and best practices (e.g. ABA, SCERTS) to all school staff as necessary to ensure student behavioral progression.
  5. Provides training and consultation to staff on the functions of behavior, collecting data, analyzing behavior, as well as the process for completing Functional Behavioral Assessments and Behavior Intervention Plans. 
  6. For referred students, oversees assessments (e.g. VB-MAPP, FBA), plan development, and ongoing program data analysis tied to specific target behaviors.
  7. Responds to emergency situations and reports incidents for the purpose of adhering to school and District policies and procedures.
  8. Develops, implements, and monitors a variety of behavioral support service delivery options to meet the needs of students in the school setting.
  9. Actively participates in IEP meetings regarding students on caseload.
  10. Supports in the development of instructional materials and data collection tools needed for individual students.
  11. Becomes certified as a Crisis Prevention Institute (CPI) trainer within the first year of employment.
  12. Strives to implement by instruction and action the district's philosophy of education and instructional goals and objectives.
  13. Maintains accurate and complete records as required by law, district policy, and administrative regulation.
  14. Assists in upholding and enforcing school rules, administrative regulations, and Board policy.
  15. Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
  16. Attends and participates in faculty meetings, meetings of the special education staff as well as team meetings.
  17. Provides for his/her own professional growth through an ongoing program of reading, workshops, seminars, conferences, and/or advanced coursework at institutions of higher learning.
  18. Adheres to a professional code of ethics.
  19. Acquaints himself/herself with available district and community resources.
  20. Any additional duties as assigned by the administration.



Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Professional Personnel.


EVALUATION: Completed annually by the Director of Student Services.



While performing the duties of this job, the employee is required to sit, stand, walk, talk, hear, and perform crisis intervention as described in training. The employee may be required to lift up to 25 lbs. on occasion. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.


WORK ENVIRONMENT: The work environment is that of a school or any setting where students travel for instruction or school-related activities.


The above statements reflect the principle functions of this role and shall not be construed as a detailed description of all work requirements.



  • Master’s Degree from an accredited college or university
  • Board Certified Behavior Analyst certification required
  • Illinois Type 73 School Service Personnel Certificate with School Psychology, School Social Worker, Guidance Counselor endorsement, or LBS 1 preferred but not required
  • Minimum five years' educational experience preferred
  • Must have extensive experience with performing functional behavioral assessments and writing behavioral intervention plans 
  • Crisis Prevention Institute (CPI) training preferred
  • Ability and proper license to drive to and from work sites


Preferred Experience:

  • Working with children diagnosed with Autism, Emotional Disabilities, and/or other behavioral and social/communication challenges in school settings
  • Working with Applied Behavior Analysis: understanding, programs, and program development
  • Working with behavior plan development, implementation, analysis, and monitoring
  • Working with data collection development, implementation, analysis, and monitoring

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