Registered Behavior Technician Jobs in USA with Visa Sponsorship

TITLE: USS Board Certified Behavior Analyst (BCBA)

WELCOME TO INDIANAPOLIS PUBLIC SCHOOLS!

At IPS, we believe in the transformative power of education. We work collectively every day to prepare our students for success in the classroom and in life by providing equitable, high-quality educational experiences across our family of schools. IPS is a place to make an impact, grow your career, and ensure every student has access to a high-quality education, all while earning a good living in a district on the move. While the work is challenging, it is deeply meaningful and impactful. We seek innovators and trailblazers who bring varying experiences and expertise and share our belief that every child deserves access to an exceptional education. As part of TeamIPS, you’ll create lasting connections, find a sense of belonging, and feel supported to make a meaningful difference in students’ lives.

In return, no matter your role here, we expect a commitment to excellence and accountability. You’ll be held to high standards. Resilience and passion are key—you must be adaptable, handling adversity with flexibility while putting students at the heart of everything you do. Ethical conduct, clear communication, and mutual respect are fundamental. Being a dependable, collaborative team player who builds meaningful relationships is essential.

Together, we are Proving What’s Possible by building a community where everyone belongs and each student has the opportunity to fulfill their potential.

A TEACHING CAREER IN IPS OFFERS…

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:

• Grow Your Career: We offer professional development and career advancement opportunities, including dedicated mentorship programs for early-career teachers.
• Access to Financial Benefits: Working in IPS allows one to take advantage of federal programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness (TLF), which help reduce the financial burden of student loans.

Work-Life Balance and Well-being:

• Comprehensive Health Insurance: Access top-tier health plans covering medical, dental, and vision needs. IPS also offers a private clinic for staff and their families through our partners at Ascension St. Vincent.
• Flexible Wellness Leave: Our generous leave policies allow you to take the time you need to care for yourself and your family. Teachers receive 70 hours of sick leave in their first year (56 hours annually after) for illness, family, or mental health, plus three personal days, two floating holidays, and school breaks. Unlimited accumulated sick leave adds flexibility, supporting teachers’ health and work-life balance.
• Incentivized Discounts through IPS Wellness Program: Opportunities to earn hundreds of dollars off your medical premium by participating in proactive and simple health screenings, plus discounted group fitness classes, health and fitness assessments, personal training, and more.

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:

You will apply your expertise in Behavior Analysis techniques to support students with disabilities and other behavioral needs across diverse learning environments. This role requires a deep understanding of child development, curriculum design, and instructional materials across grade levels to help students successfully access and engage in their education.

You’ll collaborate with educators, families, and district teams to design and implement evidence-based interventions that promote academic, social, and behavioral growth.

This description outlines the primary functions of the position, but the list below is not exhaustive. Additional duties may be assigned as needed to meet the evolving needs of students and the district.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

The individual in this role demonstrates a high level of effectiveness and commitment to supporting students, staff, and families through collaborative, data-driven, and inclusive practices.

Instructional and Program Responsibilities

• Prepare rigorous, engaging lessons and instructional materials that meet the individual needs of all students.
• Demonstrate and apply scientifically based, research-supported instructional strategies.
• Use a variety of instructional methods, materials, and technology to support diverse learners.
• Develop individualized curriculum and behavioral programming aligned with ABA techniques for specialized classrooms and assist in generalizing these strategies to self-contained and inclusion settings.
• Develop and align IEP goals with instructional and behavioral practices, ensuring consistent implementation across all classroom environments.
• Administer frequent assessments, analyze data, and adjust instruction accordingly to promote academic, behavioral, and social growth.
• Evaluate student progress based on work samples, observation, and assessment data to inform instructional decisions and update IEP goals and objectives.

Behavioral and Clinical Responsibilities

• Provide RBT supervision as required by the BACB to maintain certification and support the professional growth of RBTs.
• Develop and implement behavior protocols and data collection systems designed to meet the needs of district programs.
• Conduct Functional Behavior Assessments (FBAs) and develop individualized Behavior Intervention Plans (BIPs) following district procedures.
• Design and train staff on data collection systems to monitor BIP implementation and student progress.
• Use behavior techniques consistently to teach, reinforce, and support communication, social, and behavioral skills.
• Assist with the development and implementation of protocols for program admission, transition, and placement in the Least Restrictive Environment (LRE).
• Ensure all program protocols are followed with fidelity and consistency.

Collaboration and Communication

• Collaborate with administrators, teachers, and support staff during team meetings and professional development activities.
• Consult with teachers, administrators, and other staff to identify and expand opportunities for inclusion, and assist in implementing appropriate accommodations and supports.
• Engage parents and guardians in the educational process through consistent communication, conferences, and progress updates.
• Seek and utilize community resources to enhance the instructional and behavioral support programs.
• Demonstrate professionalism in resolving conflicts, focusing on solutions rather than blame.

Training and Professional Development

• Assist in the development of district-wide professional development and training sessions on topics such as FBS/BIPS, ABA techniques, discrete trial instruction, social skills, and data collection.
• Participate in all required staff and curriculum development workshops, professional learning communities.
• Support teachers in preparing report cards, IEP documentation, progress reports, and maintaining accurate student records.

Administrative and Compliance Duties

• Maintain accurate records and input real-time data in district systems.
• Ensure timely submission and tracking, entering, and approving of Medicaid billing notes and documentation.
• Maintain classroom safety and order, promoting a supportive and predictable learning environment.
• Demonstrate responsiveness to student, family, and school needs, and solicit feedback to improve programs and services.
• Perform other duties as assigned by Unified Student Supports (USS) administrators.

“Day In the Life” Overview

As a BCBA, each day brings the opportunity to make a meaningful impact through data-driven decision-making, collaboration, and direct student support. On a typical day, you might:

• Develop, implement, and monitor individualized treatment and behavior intervention plans for students across the district.
• Travel between school buildings to provide onsite coaching, student observation, staff consultation, and classroom support.
• Provide daily supervision, skill training, and performance feedback to Registered Behavior Technicians (RBTs).
• Collaborate with the Teacher of Record (TOR) to design and adjust the daily classroom schedule.
• Partner with special education teachers, administrators, and related service providers to improve learning and behavioral outcomes for students with disabilities.
• Review and analyze student data to guide instructional and behavioral adjustments, ensuring all interventions are evidence-based and responsive.
• Design, model, and coach staff on behavior interventions, instructional strategies, and data collection systems.
• Provide hands-on support for students as needed, ensuring consistency in the implementation of behavioral and instructional strategies.
• Communicate directly with parents and guardians to share progress, discuss goals, and provide training or resources to support learning and behavior at home.

QUALIFICATIONS

• Current Board-Certified Behavior Analyst (BCBA) certification required and in good standing with the Behavior Analyst Certification Board (BACB).
• Master’s degree in Applied Behavior Analysis, Special Education, Psychology, or a closely related field.
• Demonstrated experience providing ABA services in educational settings, including supervision of Registered Behavior Technicians (RBTs).
• Proven ability to work effectively with administrators, teachers, families, and multidisciplinary teams to support student success.
• Strong knowledge of data collection, analysis, and documentation practices aligned with IDEA, Article 7, and district standards.
• Reliable transportation and willingness to travel locally between school buildings as assigned.
• Highly Preferred: Indiana Department of Education (IDOE) teaching license, school services personnel license, or school administrator license.
• Additional areas (Preferred): Experience developing professional development for staff, implementing district-level ABA initiatives, or supporting inclusion-based programs.

SUPERVISORY RESPONSIBILITIES: Registered Behavioral Technicians (RBTs)

FLSA CLASSIFICATION: Exempt - Classified

ELIGIBILITY FOR REMOTE WORK: Not eligible

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 interpret bar graphs.

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.