Biddeford Schools are seeking:
Special Education Board-Certified Behavior Analyst - BMS
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Specific Job Details:
Starting Fall 2025
This position will provide consistent expertise in the area of behavioral management for special education students and provide consultation to all teachers in the behavioral needs of students. The position will assist in the development of a systematic approach to behavioral interventions.
School Description:
The Middle School serves grades 5-7.
We expect staff and students to embrace our three key pillars of learning: discovery, educating the whole child, and supporting them with a positive culture and climate.
Brief Job Duties:
The ideal candidate will have experience in the following areas:
1. Provide behavioral consultation for students at the Middle School, including those assigned to the day treatment program and in other special education settings.
2. Provide Safety Care Training to identified staff
3. Develop tools and work with staff to collect progress-monitoring data on behavioral goals. ? Be an active member of the Response to Intervention process and assigned school teams. ? Conducts functional behavioral assessments associated with IEPs and write reports summarizing results.
4. Assist in the development of positive behavior support plans utilizing evidence-based interventions.
5. Assess a student’s instructional needs and develop appropriate programming as needed. ? Train staff on positive behavior support plans and instructional programs and monitor fidelity.
6. Provide ongoing monitoring of student data and make programming adjustments as needed for the special education population.
7. Consult with both regular education, special education an speciality services in the development of guidelines around management of student behavior.
8 Co-teach/model social skills instruction.
Full Job Description
Certification/License:
Current License as Board Certified Behavior Analyst or completed all coursework and eligible to take the license exam
Criminal History Record Check (CHRC), which includes Fingerprints on file with the Maine Department of Education
Education: Master’s Degree in Psychology, Special Education, Applied Behavior Analysis or related field
Experience: - Knowledge and Experience developing evidence-based programming for students with low-incidence disabilities
- Experience in developing and implementing behavioral interventions and behavior plans
- Experience with Applied Behavior Analysis
Live and Work in the Biddeford, Maine Community
Equal Opportunity
The School Department is an Equal Opportunity Employer. The district shall actively work to have the teacher and administrator workforce reflect the student body's diversity.
The School Department's selection will be based on those with the highest capabilities, the strongest commitment to quality education, and the greatest probability of effectively implementing the learning program. Selections will be made without consideration on the basis of race, color, sex, sexual orientation, gender identity, religion, ancestry or national origin, age, marital status, disability or genetic information, and any other state or federal prohibitions. For the purpose of this policy, "sexual orientation" means a person's actual or perceived heterosexuality, bisexuality, homosexuality, or gender identity or expression.
Criminal Background Check
All employees of Maine schools must be fingerprinted for a criminal history background check. Please create a Department of Education log-in and make an appointment for a fingerprinting appointment at https://www.maine.gov/doe/cert/fingerprinting
Please see other Job Openings at :
Biddeford Schools
Dayton School
Southern Maine Administrative Collaborative
In the Biddeford Schools, our
caring teachers and staff aim to
nurture healthy, resilient students
who are prepared to excel in any
post-secondary pursuit. Through
2030, we will sharpen our focus
on three key pillars to further
advance students’ academic and
social-emotional growth:
Vi
si
on
2
03
0
PILLAR
We create an environment
where learning feels more
like discovery with practical
application, authentic
engagement, and
transformative, student-
centered experiences.
01 Our schools foster academic development by helping students sharpentheir critical thinking skills and fully invest in their learning by linking
lessons to real-world situations, communicating to authentic audiences,
and connecting academic studies to community involvement and future
goals.
Using an aligned, comprehensive, standard-based curriculum, we
maintain high academic standards and empower each student to achieve
by providing various pathways and supports to meet their individual
needs.
By offering rich, varied content and differentiated opportunities for
analytical and creative thought, we aim to nurture curious, capable
learners who can think independently, understand complex ideas,
analyze information impartially, combine various viewpoints, and convey
their knowledge successfully.
All staff will prioritize interactions that build respect and trust with
students, parents, and each other, creating psychological safety and
cultivating collaboration and connectedness. Working to engage families
in their children’s education is a priority.
The School Committee will allocate resources to educate the whole child
beyond math and literacy. Recognizing the connection between student
well-being and educational outcomes, we will invest in wraparound
services to support student access to healthcare, behavioral health,
housing, and nutrition.
Our school curriculum, programming, and schedules are intentionally
designed to support the whole child, with relationships at the core. Our
staff play an important role in creating a sense of belonging.
All learners are best
supported by a positive
culture and climate. By
prioritizing a sense of
belonging in our schools,
we create an environment
where students feel valued,
respected, and empowered
to reach their full potential.
03
Biddeford’s New Mainers enrich and enliven our curriculum, hallways,
and city. The School Department has added staff and programs to
support these families and will continue to embrace diversity and
welcome our new neighbors.
We embrace and celebrate our differences, seeking to understand each
other and finding ways to unite through collaborative problem-solving.
We will honor our differences and continue to become more culturally
aware.
To best meet the needs of all students, staff identify needed support and
share resources in a way that fosters collaboration.
We will not ignore--nor
make excuse for--the
impact of what happens
outside of school. Educating
the whole child, being
mindful of trauma, housing
disruption, and our transient
student population requires
us to center relationships
and rapport.
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