Training and Technical Assistance Associate - RABTAN

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The School of Education’s Rehabilitation Research and Training Center at Virginia Commonwealth University (VCU) is pleased to announce a faculty vacancy for a Training and Technical Assistance Associate with the Regional Autism and Behavior Technical Assistance Network (RABTAN). This is a full‑time, twelve‑month, grant‑funded term faculty position with an anticipated start date of July 25, 2026. We are seeking a skilled and experienced professional to provide regional training, coaching, consultation, and technical assistance to classrooms and school divisions across two regions in Virginia.

The primary focus of this position is to support school personnel in implementing class‑wide positive behaviour supports for students with Autism Spectrum Disorder (ASD) and other disabilities, applying behavioural assessments within public school settings, and developing feasible, effective positive behaviour interventions that improve student outcomes in two of the three following regions in Virginia, based on geographic location of the applicant.

Superintendent’s Region 1 – Central Virginia (Charles City, Chesterfield, Colonial Heights, Dinwiddie, Goochland, Hanover, Henrico, Hopewell, New Kent, Petersburg, Powhatan, Prince George, Richmond City, Surry, and Sussex).

Superintendent’s Region 3 – Northern Neck Virginia (Colonial Beach, Fredericksburg, Gloucester, King George, King William, King and Queen, Middlesex, and Westmoreland).

Superintendent’s Region 8 – Southside Virginia (Buckingham, Cumberland, Greensville, Halifax, and Prince Edward).

Established in 1983, the Virginia Commonwealth University RRTC provides resources for professionals, individuals with disabilities, and their representatives. The center brings together nationally and internationally recognised researchers committed to developing and advancing evidence‑based practices that improve the hiring and retention of individuals with disabilities. The RRTC’s Regional Autism and Behaviour Technical Assistance Network initiative provides evidence‑based regional training and technical assistance to participating school divisions, aiming to enhance the capacity of special education professionals in behavioural assessment and intervention.

• Provide positive behaviour support–focused coaching and consultation through a division leader to a variety of educational professionals.
• Facilitate regionally based professional learning and training initiatives.
• Collaborate with school teams to strengthen local capacity and improve continuum options for students with disabilities who have intensive support needs.
• Develop and deliver targeted professional development through a variety of in‑person and online formats and strategically plan and implement project objectives to achieve measurable outcomes.
• Commit significant time to personnel preparation and field training.
• Work closely with public schools and divisions to build capacity and improve services for students with ASD across all age groups by promoting and supporting the implementation of evidence‑based practices.
• Collaborate with stakeholders across the state to design and deliver targeted training and develop resources that address evolving needs.
• Contribute to data collection and research development efforts, prepare and share training materials, and provide consultative and coaching support to school personnel on behaviour analysis practices.
• Maintain consistent contact with supervisors, colleagues, and external partners; complete data collection and reporting requirements; and respond promptly to information requests.
• Take on additional projects as needed to support organisational goals.

• Demonstrated ability to work in and foster an environment of respect, professionalism, and civility with a population of faculty, staff, and students from all backgrounds and experiences, or a commitment to do so as a faculty member at VCU.
• Master’s degree in education, psychology, behaviour analysis, or a related field and equivalent training.
• Extensive knowledge of evidence‑based practices used with children and adolescents with…