Behavior Analyst

DESCRIPTION

The PSESD seeks a motivated, dedicated, and experienced Behavior Analyst to join the Puget Sound Educational Service District?

s (PSESD) mobile positive behavioral support response team comprised of a Behavior Technician (RBT), Special Education Coach, and a Social Worker.

This team mobilizes to referring school districts in response to students with complex behavioral support needs. The PSESD team works with a student?

s current IEP team to develop a positive behavior plan based on the Interview Informed Synthesized Contingency Analysis model of behavior intervention.

The PSESD team utilizes modeling, coaching and support with the student?s IEP team to improve and increase the student?s access to the school environment and meaningful instruction.

The PSESD team focuses on the student?s success in all settings of the student?s life, including home and community, and provides professional learning to school personnel based on identified needs.

The job of the Behavior Analyst is done for the purpose / s of providing behavior analysis services and behavior management plans for students who qualify for special education enrolled in educational programs with diverse and complex social emotional and behavioral learning needs to ensure that each student can access to equitable educational opportunities.

This position is on a school schedule with 8 hours a day, 40 hours a week, 213 days per school year. PSESD's main office is located in Renton, however the work location of this job will vary with i tinerant services per contracts with districts in King and Pierce Counties.

Open until filled; for best consideration, submit complete application by Sunday October 6, 2024 .

JOB-SPECIFIC COMPETENCIES

JOB-SPECIFIC COMPETENCIES

ABILITY TO CHANGE : Exhibits the ability to change and adapt. Contributes to change efforts in a creative and positive manner.

ACCOUNTABILITY : Takes responsibility and ownership for successfully accomplishing work and Agency objectives and delivering results.

Sets high standards of shared performance for self and others.

BOUNDARY SETTING : Maintains professional relationships between self and others by establishing parameters regarding interpersonal interactions.

Engages in discussions about work constraints while maintaining positive relationships.

PERSONAL SAFETY : Aware of surroundings and knowledge of potential safety risks in the workplace ? schools, district facilities, community settings, or student homes.

Mitigates safety risks by adhering to Agency policies and procedures

TEAMWORK : Works collaboratively with others to achieve shared goals and make decisions.

ANTIRACIST LEADERSHIP COMPETENCIES

CULTURAL PROFICIENCY : Articulates and applies historical context of racism and understands the current reality of students and communities of color in order to support racial equity.

Actively demonstrates a commitment to supporting equity and inclusion, and serves as an advocate with colleagues, partners, and communities to meet the Agency's End and goal of becoming an Antiracist Multicultural Organization in support of eliminating the opportunity

gap.

RACIAL EQUITY ADVOCATE : Recognizes, supports, and engages in dismantling institutional racism. Partners with, and is accountable to stakeholders, including children, families, and communities of color.

RACIAL EQUITY MINDSET : Demonstrates awareness of biases, internalized racial superiority and oppression. Leads with a racial equity lens and actively uses the racial equity tool in meaningful ways.

TRANSFORMATIONAL VALUES : Contributes to valuable and positive, antiracist transformation in individuals, organizations, and social systems in an effort to actively progress across the antiracist multicultural institution continuum.

Is able to foster a sense of community and shared purpose via collaboration and cooperation with others

inside and outside PSESD. Embodies the principles and practices that form the Agency?s culture. Operates from an abundance mentality that recognizes opportunities, and is optimistic and realistic about the future.

MINIMUM QUALIFICATIONS

• Bachelors degree in job-related area, OR an AA with increasing levels of job-related experience
• Board Certified Behavior Analyst (BCBA) Certification

PREFERRED QUALIFICATIONS

• 3 years of school-based experience
• Training and / or experience in trauma-informed practices, adverse childhood experiences, and neuro-biological basis of behavior
17 days ago