| Location | Indianapolis, IN |
TITLE: USS Board Certified Behavior Analyst (BCBA)
WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!
Indianapolis Public Schools is seeking a highly skilled and student-focused Certified Behavior Analyst to
support schools across an assigned Learning Community.
The Certified Behavior Analyst serves as a supervisory, consultative, and capacity-building leader
supporting students, school teams, related service providers, and staff assigned to individualized student
supports. This position helps ensure behavioral supports are appropriately designed, consistently
implemented, monitored through meaningful student data, and adjusted as student needs change.
The BCBA provides oversight and support to Student Support Assistants (SSAs), Registered Behavior
Technicians (RBTs), Board Certified Assistant Behavior Analysts (BCaBAs), and other student-facing
behavioral support staff. The position also works closely with school leaders, teachers, families, related
service providers, and Learning Community leadership to strengthen behavioral practices, staff capacity,
service delivery, and student independence.
The position reports directly to the Lead District Behavioral Analyst and works collaboratively across
schools within the assigned Learning Community.
A CAREER IN IPS
Purpose and Impact:
Students First: Teaching for IPS is a rewarding opportunity to support bright, curious students as
they shape their futures. We hold ourselves to the highest expectations of excellence and focus on
students' holistic needs during their educational journey with us.
Community: Working in a school means it is your home away from home, and you have a school
family who supports you and leads with empathy and vision.
Professional and Personal Growth:
Training and Development Opportunities: IPS offers a variety of training programs to help staff
build new skills and grow professionally. This includes access to development opportunities for
administrative, technical, and operational roles, as well as pathways to becoming a certified teacher.
Skill Enhancement: Whether you're new to your role or seeking to deepen your expertise, IPS
provides resources and support for continuous improvement.
Comprehensive Compensation and Benefits:
Fair Compensation: IPS ensures competitive wages and regularly reviews pay structures to
maintain equity.
Extensive Benefits Package: Employees enjoy comprehensive health coverage, dental and vision
plans, life insurance, disability insurance, and retirement plans. Additional financial benefits include
flexible spending accounts and eligibility for federal loan forgiveness programs.
Work-Life Balance and Well-being:
Generous Leave Policies: IPS offers vacation, personal, and sick leave, along with paid holidays.
Twelve-month employees benefit from floating holidays, and unused personal leave rolls into the
sick leave balance.
WHAT WE EXPECT...
Commitment to Excellence:
High Standards: Strive for the very best in all you do, maintaining high standards for yourself, your
students, and your colleagues. Embrace lifelong learning and adapt to new teaching methods and
challenges.
Educational Equity: IPS is deeply committed to breaking down systemic inequities. We do this by
"walking the walk" on new policies and practices, building diverse and inclusive classrooms and staff
teams, and ensuring our environments are grounded in our values of respect, inclusivity, and
educational equity.
Resilience and Passion:
Dedication to Students: Make students the heart of your work and be passionate about their
success and well-being.
Adaptability: Handle adversity with resilience and flexibility. Be prepared for a dynamic work
environment.
Professional Integrity:
Ethical Conduct: Uphold the highest standards of professionalism and integrity. Act responsibly
and respectfully toward all individuals, communicate with candor and care.
Team Player: Be dependable, punctual, and collaborative, contributing positively to our supportive
work environment.
JOIN US!
Indianapolis Public Schools is more than a workplace; it's a community where purpose, impact, and
belonging come together to help Prove What's Possible - in your career and in your school. If you're ready to
embrace challenges, strive for excellence, and make a meaningful impact, IPS is the place for you.
SUMMARY OF OPPORTUNITY:
We are seeking a highly skilled and mission-driven Board Certified Behavior Analyst (BCBA) to join our
district team. This role is ideal for a professional committed to strengthening behavioral supports and
advancing racial equity and inclusion across diverse, urban school communities.
This position offers opportunities for professional growth through ongoing development, mentorship, and a
competitive salary and benefits package. The BCBA will play a key role in designing, implementing, and
supporting evidence-based behavioral systems that promote positive student outcomes and build staff
capacity across schools.
Qualified candidates will have demonstrated expertise in applied behavior analysis, including developing
skill acquisition programs, designing and monitoring function-based behavior intervention plans, and
conducting both skills and functional behavior assessments. Candidates should also be highly proficient in
training and coaching staff, teachers, and families, while maintaining exceptional communication,
organization, and time management skills.
WHAT YOU'LL DO:
As a Certified Behavior Analyst, you will serve as a Learning Community-based behavioral leader supporting
students, school teams, related service providers, and staff assigned to individualized student supports. You
will provide supervision, consultation, coaching, and operational oversight to help ensure behavioral
supports are effective, responsive to student need, and implemented consistently across schools.
You will work closely with Student Support Assistants, RBTs, BCaBAs, related service providers, school
leaders, teachers, families, and Learning Community leadership to strengthen student support systems.
Your work will include Functional Behavior Assessments, Behavior Intervention Plans, progress monitoring,
staff supervision, scheduling and coverage, recruitment and retention, professional development, Medicaid
documentation oversight, and family engagement.
A central responsibility of this role is helping teams use student data to determine the appropriate level of
support and to regularly evaluate whether individualized adult support should be maintained, modified,
reduced, faded, or discontinued. The position reports directly to the Lead District Behavioral Analyst and
works across schools within an assigned Learning Community.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
Serve as the behavioral lead for assigned Learning Community schools, providing direction,
consultation, and problem-solving support to school leaders and student-support teams.
Supervise and evaluate Student Support Assistants, RBTs, BCaBAs, and other assigned behavioral
support staff, including coaching, performance management, and corrective action related to
performance or conduct, consistent with district procedures.
Lead the development, implementation, and monitoring of Functional Behavior Assessments
(FBAs), Behavior Intervention Plans (BIPs), and individualized behavioral supports.
Use student data, observations, and progress monitoring to guide decisions regarding the
continuation, modification, reduction, or fading of behavioral and adult supports.
Oversee staff schedules, student assignments, coverage, and deployment across assigned schools to
ensure resources remain responsive to student and school needs.
Lead efforts to recruit, interview, select, onboard, develop, and retain highly skilled behavioral
support staff.
Develop and facilitate ongoing professional development, training, and coaching for behavioral staff,
educators, and other school-based personnel.
Partner with school leaders, Learning Community leadership, and related service providers to
coordinate services, address complex student needs, and strengthen student supports.
Oversee Medicaid billing and service documentation for applicable services, including expectations
for accurate, timely, and complete documentation.
Review student, staffing, service, and implementation data to identify trends, address gaps, and
recommend improvements across assigned schools.
Build productive partnerships with families through consultation, meetings, training, and district
family-engagement opportunities.
Communicate priorities, staffing concerns, student needs, and service-delivery trends to the Lead
District Behavioral Manager and support districtwide behavioral initiatives.
Maintain professional standards, sound judgment, accurate documentation, and practices
consistent with district and applicable BACB expectations.
Perform other related duties as assigned.
"Day In the Life" Overview
As a Certified Behavior Analyst, no two days will look exactly the same. Your work will move between
student support, staff supervision, school consultation, and Learning Community coordination.
On a typical day, you may:
Visit schools within your assigned Learning Community to observe students, review behavioral
supports, and provide consultation to school teams.
Meet with Student Support Assistants, RBTs, BCaBAs, and other assigned staff to provide
supervision, coaching, and performance feedback.
Review student data, Functional Behavior Assessments, Behavior Intervention Plans, and
progress-monitoring information to determine whether current supports remain appropriate.
Work with school teams to adjust behavioral strategies, staffing supports, or student plans based on
demonstrated need and progress.
Coordinate staff schedules, coverage, and assignments to help maintain continuity of student
support across schools.
Partner with related service providers and school staff to align behavioral supports with broader
student needs.
Review service documentation and Medicaid billing activity to identify missing documentation,
service gaps, or follow-up needs.
Participate in interviews, onboarding, or recruitment activities for behavioral support positions.
Develop or facilitate professional learning for Student Support Assistants, behavioral staff,
educators, or other school-based personnel.
Meet with school leaders and Learning Community leadership to review staffing needs, student
concerns, service trends, and areas requiring additional support.
Connect with families through meetings, training, or engagement events to strengthen
collaboration around student success.
Communicate with the Lead District Behavioral Manager regarding staffing, student support needs,
emerging concerns, and system-level opportunities for improvement.
Some days may be primarily school-based, while others may focus more heavily on supervision, professional
development, staffing, documentation, or family engagement. The role requires flexibility and the ability to
shift priorities based on student and school needs.
Work Schedule
This position requires flexibility in scheduling. Some evening and weekend work may be requested (not
required) to support professional learning, student and family needs, community engagement opportunities,
and the district's efforts to strengthen parent and family engagement.
QUALIFICATIONS:
Minimum Qualifications
Current Board Certified Behavior Analyst (BCBA) or Board Certified Assistant Behavior Analyst
(BCaBA) certification in good standing with the Behavior Analyst Certification Board.
Bachelor's degree or higher in Applied Behavior Analysis, psychology, education, behavioral science,
or a closely related field.
Meets applicable BACB requirements for the individual's certification level and scope of practice.
Demonstrated experience conducting or supporting Functional Behavior Assessments (FBAs) and
developing, implementing, and monitoring Behavior Intervention Plans (BIPs).
Demonstrated ability to lead, coach, and support staff responsible for student behavioral services.
Strong knowledge of behavioral data collection, analysis, progress monitoring, and data-informed
decision-making.
Strong communication, organization, leadership, and collaborative problem-solving skills.
Ability to work across multiple schools and manage competing student, staffing, and operational
priorities.
Reliable transportation and willingness to travel between district locations.
Preferred Qualifications
Master's degree in Applied Behavior Analysis, psychology, education, behavioral science, or a
closely related field.
Current BCBA certification.
Indiana Department of Education licensure in special education, school psychology, or another
relevant instructional or school-services area.
Previous school-based experience.
Experience leading or supervising behavioral support personnel, including BCBAs, BCaBAs, RBTs,
and Student Support Assistants.
Experience with recruitment, staff development, performance management, and retention.
SUPERVISORY RESPONSIBILITIES:
Provides leadership, supervision, coaching, and performance oversight for assigned BCBAs, BCaBAs, RBTs,
Student Support Assistants, and other behavioral or student-support personnel, consistent with the
employee's credential, scope of practice, and district responsibilities.
Responsibilities may include staff evaluation, performance management, corrective action related to
performance or conduct, scheduling and coverage, workload and student assignment oversight, professional
development, and accountability for the quality and consistency of student supports.
For positions requiring BACB-specific supervision, supervision will be provided only when permitted by the
individual's certification level and applicable BACB requirements.
FLSA CLASSIFICATION: Exempt
ELIGIBILITY FOR HYBRID WORK: Limited - subject to approval and operational needs, at the discretion of
the Executive Director or designee.
LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and
memos. Ability to effectively present information in one-on-one, small group, and large group situations.
MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole
numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent, and to draw and
present and analyze student data.
REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but written or
oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.
PHYSICAL DEMANDS: The physical demands described here are representative of those that an employee
must meet to successfully perform the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform these functions.
While performing the duties of this job, the employee is regularly required to sit and use hands to find,
handle, or feel. The employee is frequently required to talk or hear. The employee is required to stand; walk;
reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must
frequently lift and/or move up to 20 pounds and occasionally lift and/or move up to 50 pounds. Specific
vision abilities required by this job include close vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those
an employee encounters while performing the essential functions of this job. Reasonable accommodations
may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is occasionally exposed to wet and humid conditions
and outside weather conditions. The noise level in the work environment is usually moderate.
DISCLAIMER:
The above job description is designed to denote the general nature and level of work performed by
employees within this classification. It is not designed to contain or be interpreted as a comprehensive
inventory of all duties, responsibilities, and qualifications of employees assigned to this job.