Board Certified Behavior Analyst

Starting Date: Aug 1, 2026

Supports students toward the fulfillment of their potential for intellectual, emotional, and psychological growth. Supports staff with interventions that address the diverse needs within the educational environment.

Additional duties may be assigned.

• Participate in District provided professional development focused on intervention
• Participate and work as a collaborative member of the school’s support team providing professional guidance on intervention strategies for referred students.
• Coordinate and facilitate an in-depth social history for individual
• Design and facilitate dynamic individual intervention plans based on current student
• Provide intervention to identified students by developing a plan of action to assist students in positive behavioral change.
• Work independently and problem‑solve challenging
• Provide required reporting on all levels of student intervention and programs
• Coach individual teachers, groups of teachers and/or the entire staff on issues such as crisis intervention, learning and collaboration, trauma informed practices.
• Use ongoing assessments to maintain a record of student
• Regard assessment as a joint venture through which both student and teacher understanding is enhanced.
• Provide recognition of a variety of student accomplishments and positive
• Participate in a collaborative partnership with administrators, teachers, social workers, counselors and parents.
• Organize and schedule time commitments to meet demands of the
• Participate in proactive team efforts to achieve District, building, departmental and/or grade level goals.
• Work collaboratively with school Counselors to coordinate community service referrals for students and families based on identified need.
• Identify and facilitate opportunities to enhance the positive relationships between the school and families.
• Provide leadership to others through example and sharing of knowledge/skill.
• Compliance with FERPA, and all federal and state confidentiality
• Excellent communication and interpersonal
• A commitment to meet the needs of the whole
• Demonstrated ability to work compassionately with students and families experiencing
• Demonstrated success in working with students and families of diverse backgrounds.
• Knowledge of the effects of childhood trauma and how schools can employ trauma‑informed practices to support all.
• Knowledge of brain, motor, sensory and Social Emotional Learning (SEL)
• Ability to travel as needed within the school district boundaries, to provide home visits, and to attend community meetings, as assigned by the Executive Director for Special Services.
• Ability to maintain flexible schedules and be accessible via cell phone, in order to respond immediately to crises and urgent requests for assistance.

Current Missouri teaching certification as an elementary and/or middle school teacher, school counseling or special education preferred.

• Ability to communicate effectively.

• Ability to prioritize and meet deadlines while complying with established policies and procedures of the building and district.
• Identifies and resolves problems in a timely manner, gathers and analyzes information skillfully; uses reason even when dealing with emotional topics.
• Ability to concentrate, think, read and learn is necessary to perform the essential job duties.

Performs other appropriate school‑related duties as assigned by the principal.

While performing the duties of this job, the employee must regularly sit, talk, listen, and respond. The employee is required to sit, use repetitive wrist, hand and/or finger movement; reach with hands and arms and talk or hear. The employee is frequently required to stand and walk. The employee is occasionally required to stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision, distance vision, precise hand‑eye coordination and the ability to identify and distinguish colors.

Occasionally, the employee may lift up to 50 pounds, such as to lift files, papers, and equipment. The aforementioned is not an exclusive list; the employee may be required to exceed the minimum physical demand specifications should the safety and security of students and staff be compromised.

The work environment characteristics described here are representative of those an employee encounters while performing the essential duties of this job. The noise level is usually at a moderate level with frequent interruptions. The employee continuously interacts with staff and the public. Travel may be necessary to various District buildings and/or sites. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job duties.