BCBA Consultant (536)
Young World Physical Education, Salt Lake City, UT, United States
Salt Lake City School District Special Education and 504 - Salt Lake City, Utah
Open in Google Maps
BCBA Consultant (536) Salt Lake City School District Special Education and 504 - Salt Lake City, Utah Open in Google Maps
This job is also posted in Salt Lake City School District
Job Details
Job ID:
5618187
Application Deadline:
Posted until filled
Posted:
Mar 31, 2026 6:00 AM (UTC)
Starting Date:
Aug 11, 2026
Job Description Work Location:
Special Education - Schools to be determined
Contract Days:
185 Days + up to 10 additional days
FTE:
1.0
FLSA Status:
Exempt
Starting Salary:
Certified Schedule #19
Benefits:
Eligible
Initial Application Deadline:
End of day on April 04, 2026
Anticipated Start Date:
August 11, 2026
Job Summary: The Board Certified Behavior Analyst Consultant position supports special education staff and administrators in coordinating and implementing special education behavior support services, including data collection and creation of FBA/BIP for students with IEPs in the Essential Elements classroom PreK through post‑secondary. The position also provides supervision for district behavior support technicians who support therapy special classes, including weekly and monthly supervision hours.
The BCBA Consultant reports directly to the Special Education Director.
Minimum Required Qualifications
Bachelor's degree from an accredited college/university, or will complete a bachelor degree program prior to the contract start date.
Valid Professional State of Utah Special Education Teacher License or a Professional Special Education license from another state that is transferrable to Utah.
Three (3) years’ experience teaching in a special education classroom, OR 3 years’ experience working or supervising others in a therapy setting.
Experience with supporting behaviors in a variety of settings.
Experience with reading and taking behavioral data.
Experience completing and writing FBA/BIPs.
Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.
Preferred Qualifications
BCBA certification.
ABA trained.
Five (5) years’ experience teaching in a special class or 5 years’ experience working OR supervising in a therapy setting.
Bi‑Lingual- Spanish Speaker: speaks, reads, writes and understands spoken Spanish.
Previous instructional coaching experience.
Have an ESL endorsement or will obtain one within 4 years of hire.
Experience with grade level/content PLC’s/data meetings for analysis of student data to inform instructional practices for highest student achievement.
Safety Care trained or willing to become Safety Care trained within the first three months on the job.
Essential Functions and Responsibilities Knowledge of Instruction
Demonstrates knowledge of the Utah Core Standards.
Demonstrates knowledge of disciplinary‑specific literacy skills into instruction to purposefully engage learners interacting with content knowledge.
Demonstrates knowledge of effective instructional strategies for neurodiverse learners.
Demonstrates knowledge of pull‑out and push‑in, collaboration, co‑teaching methods.
Knowledge of Universal Design of Learning or differentiation.
Skilled at data collection, review and implementation of interventions based on data.
Knowledge of de‑escalation strategies including but not limited to Safety Care, Happy Classroom, Ascend.
Knowledge of LRBI guidelines.
Provides Effective Professional Learning
Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.
Practices a range of developmentally and culturally appropriate instructional strategies that engage and meet the needs of adult learners.
Provides multiple opportunities for students to develop higher‑order and meta‑cognitive skills.
Uses a variety of available and appropriate technology and resources to support adult learning.
Leadership
Proven skills in leadership, relationship management, project management, group facilitation, problem solving, team building, coordinating, communication, and student advocacy.
Commitment to engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.
Reliability, flexibility, and ability to follow directions as tasks are assigned.
Capacity to be sensitive, adaptable, professional, and articulate when communicating to and interacting with our district’s community of stakeholders.
Capacity to build relationships with various stakeholders in an effort to develop partnerships and increase student growth and proficiency.
Capacity to assess and evaluate situations/circumstances and develop an action plan for leverage and/or improvement of a situation, relationship, or process.
Capacity to handle multiple tasks simultaneously and to prioritize appropriately.
Capacity to effectively market programs and services to ensure requisite participation.
Capacity to work with families to support move‑in questions or other needs.
Knowledge of Special Education Rules
Skilled at writing solid IEPs including PLAFF, goals, transition statements, etc.
Knowledge of PSSP or Goalview or other on‑line special education program.
Knowledge of Medicaid, SCRAM, manifestation determination, least restrictive processes.
Knowledge of Functional Behavioral Assessments and Behavior Intervention Plans.
Knowledge of MTSS processes to support learning, the special education referral process and special education instruction.
Knowledge of LEA responsibilities and duties.
Knowledge of state and federal regulations to support file audit compliance.
Invest in Teaching Profession
Collaborates with families, colleagues and other professionals to promote student growth and development.
Adapts and improves practice based on reflection and new learning.
Engages in learning experiences to enhance self and support others.
Participates actively in decision‑making processes while building a shared culture that affects the school and larger educational community.
Advocates for the learner, the school, the community, and the profession.
Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, Salt Lake City School District board policies and supervisory directives.
Is responsible for compliance with all requirements of State Board of Education Rule R277‑530 Utah Effective Educator Standards at all levels to teacher development.
Is responsible for compliance with all requirements of State Board of Education Rule R277‑515 Utah Educator Professional Standards.
Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events, and meetings outside of normal work hours on a regular basis.
Maintain professional workplace etiquette and represents the department/district in a professional manner; communicate effectively and efficiently with diverse groups of people while maintaining confidentiality and positive working relationships with co‑workers, students, parents, and other district employees.
Demonstrates adaptability and understanding of cultural differences in working in a diverse environment while coping with stressful situations related to students and maintaining confidentiality.
Perform other related duties as assigned to ensure the efficient and effective operations of the school.
Work Environment & Physical Demands
Risks found in the typical work environment, which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
Driving to work locations.
Typically, the employee may sit comfortably to perform the work; however, there may be some walking, standing, bending, carrying light items, etc.
The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities. To request reasonable accommodation, contact us at Human Resource Services – Salt Lake City School District (slcschools.org) or call 801‑578‑8340.
Position Type Full‑Time
Job Categories
Special Education > Consulting Teacher
Job Requirements
Citizenship, residency or work visa required.
Contact Information
Human Resources
406 E 100 S
Salt Lake City, Utah 84111
Phone: 801.578.8340
Email: jobs@slcschools.org
#J-18808-Ljbffr
BCBA Consultant (536) Salt Lake City School District Special Education and 504 - Salt Lake City, Utah Open in Google Maps
This job is also posted in Salt Lake City School District
Job Details
Job ID:
5618187
Application Deadline:
Posted until filled
Posted:
Mar 31, 2026 6:00 AM (UTC)
Starting Date:
Aug 11, 2026
Job Description Work Location:
Special Education - Schools to be determined
Contract Days:
185 Days + up to 10 additional days
FTE:
1.0
FLSA Status:
Exempt
Starting Salary:
Certified Schedule #19
Benefits:
Eligible
Initial Application Deadline:
End of day on April 04, 2026
Anticipated Start Date:
August 11, 2026
Job Summary: The Board Certified Behavior Analyst Consultant position supports special education staff and administrators in coordinating and implementing special education behavior support services, including data collection and creation of FBA/BIP for students with IEPs in the Essential Elements classroom PreK through post‑secondary. The position also provides supervision for district behavior support technicians who support therapy special classes, including weekly and monthly supervision hours.
The BCBA Consultant reports directly to the Special Education Director.
Minimum Required Qualifications
Bachelor's degree from an accredited college/university, or will complete a bachelor degree program prior to the contract start date.
Valid Professional State of Utah Special Education Teacher License or a Professional Special Education license from another state that is transferrable to Utah.
Three (3) years’ experience teaching in a special education classroom, OR 3 years’ experience working or supervising others in a therapy setting.
Experience with supporting behaviors in a variety of settings.
Experience with reading and taking behavioral data.
Experience completing and writing FBA/BIPs.
Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.
Preferred Qualifications
BCBA certification.
ABA trained.
Five (5) years’ experience teaching in a special class or 5 years’ experience working OR supervising in a therapy setting.
Bi‑Lingual- Spanish Speaker: speaks, reads, writes and understands spoken Spanish.
Previous instructional coaching experience.
Have an ESL endorsement or will obtain one within 4 years of hire.
Experience with grade level/content PLC’s/data meetings for analysis of student data to inform instructional practices for highest student achievement.
Safety Care trained or willing to become Safety Care trained within the first three months on the job.
Essential Functions and Responsibilities Knowledge of Instruction
Demonstrates knowledge of the Utah Core Standards.
Demonstrates knowledge of disciplinary‑specific literacy skills into instruction to purposefully engage learners interacting with content knowledge.
Demonstrates knowledge of effective instructional strategies for neurodiverse learners.
Demonstrates knowledge of pull‑out and push‑in, collaboration, co‑teaching methods.
Knowledge of Universal Design of Learning or differentiation.
Skilled at data collection, review and implementation of interventions based on data.
Knowledge of de‑escalation strategies including but not limited to Safety Care, Happy Classroom, Ascend.
Knowledge of LRBI guidelines.
Provides Effective Professional Learning
Bases instruction on accurate content knowledge using multiple representations of concepts and appropriate academic language.
Practices a range of developmentally and culturally appropriate instructional strategies that engage and meet the needs of adult learners.
Provides multiple opportunities for students to develop higher‑order and meta‑cognitive skills.
Uses a variety of available and appropriate technology and resources to support adult learning.
Leadership
Proven skills in leadership, relationship management, project management, group facilitation, problem solving, team building, coordinating, communication, and student advocacy.
Commitment to engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.
Reliability, flexibility, and ability to follow directions as tasks are assigned.
Capacity to be sensitive, adaptable, professional, and articulate when communicating to and interacting with our district’s community of stakeholders.
Capacity to build relationships with various stakeholders in an effort to develop partnerships and increase student growth and proficiency.
Capacity to assess and evaluate situations/circumstances and develop an action plan for leverage and/or improvement of a situation, relationship, or process.
Capacity to handle multiple tasks simultaneously and to prioritize appropriately.
Capacity to effectively market programs and services to ensure requisite participation.
Capacity to work with families to support move‑in questions or other needs.
Knowledge of Special Education Rules
Skilled at writing solid IEPs including PLAFF, goals, transition statements, etc.
Knowledge of PSSP or Goalview or other on‑line special education program.
Knowledge of Medicaid, SCRAM, manifestation determination, least restrictive processes.
Knowledge of Functional Behavioral Assessments and Behavior Intervention Plans.
Knowledge of MTSS processes to support learning, the special education referral process and special education instruction.
Knowledge of LEA responsibilities and duties.
Knowledge of state and federal regulations to support file audit compliance.
Invest in Teaching Profession
Collaborates with families, colleagues and other professionals to promote student growth and development.
Adapts and improves practice based on reflection and new learning.
Engages in learning experiences to enhance self and support others.
Participates actively in decision‑making processes while building a shared culture that affects the school and larger educational community.
Advocates for the learner, the school, the community, and the profession.
Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment policies, Salt Lake City School District board policies and supervisory directives.
Is responsible for compliance with all requirements of State Board of Education Rule R277‑530 Utah Effective Educator Standards at all levels to teacher development.
Is responsible for compliance with all requirements of State Board of Education Rule R277‑515 Utah Educator Professional Standards.
Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events, and meetings outside of normal work hours on a regular basis.
Maintain professional workplace etiquette and represents the department/district in a professional manner; communicate effectively and efficiently with diverse groups of people while maintaining confidentiality and positive working relationships with co‑workers, students, parents, and other district employees.
Demonstrates adaptability and understanding of cultural differences in working in a diverse environment while coping with stressful situations related to students and maintaining confidentiality.
Perform other related duties as assigned to ensure the efficient and effective operations of the school.
Work Environment & Physical Demands
Risks found in the typical work environment, which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
Driving to work locations.
Typically, the employee may sit comfortably to perform the work; however, there may be some walking, standing, bending, carrying light items, etc.
The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities. To request reasonable accommodation, contact us at Human Resource Services – Salt Lake City School District (slcschools.org) or call 801‑578‑8340.
Position Type Full‑Time
Job Categories
Special Education > Consulting Teacher
Job Requirements
Citizenship, residency or work visa required.
Contact Information
Human Resources
406 E 100 S
Salt Lake City, Utah 84111
Phone: 801.578.8340
Email: jobs@slcschools.org
#J-18808-Ljbffr