[2026-2027] Part-Time Board Certified Behavior Analyst (BCBA or BCaBA)

Job description

Part-Time Board Certified Behavior Analyst (BCBA) or Board Certified Assistant Behavior Analyst (BCaBA) Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 952 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Ming’s future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website . POSITION SUMMARY The BCBA or BCaBA supports special education and general education staff in the prevention, identification, evaluation, diagnosis and treatment of children/students in a TK-8 school with behavioral difficulties. They can also provide ongoing professional development in the area of behavior to all staff as well as provide techniques and modeling of behavior intervention support. RESPONSIBILITIES Provide individual and group supervision of behavior intervention aides. Work collaboratively with staff to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support staff in their implementation of positive support and PBIS. Demonstrate expertise in the area of data collection and behavior analysis. Assists case managers/building based psychologists and social workers in writing of comprehensive functional assessments and behavior intervention plans and instructional methodologies for staff. Demonstrate behavior management ideas and/or techniques. Provide training in the use of data collection, positive behavior supports, intervention techniques and instructional methodologies for staff. Assist staff working with children with autism on teaching skill deficits, maintaining acquired skills, teaching self-help skills and developing social skills. Develop materials and provide resources for and provide professional development to administrators, educators, paraprofessionals and parents/guardians. Attend IEP, eligibility, or other meetings as necessary and provide related behavioral information. Work with students who exhibit maladaptive/unexpected behaviors and provide support and professional learning for staff who work with such students. Travel to school sites as required for observations, functional behavioral assessments, behavior intervention plans, or programmatic recommendations for individual students. Engage parents in the process of creating behavior programs for students in order to empower parents by providing them with skills and techniques to support the positive behavior development of their child. Conducts functional behavior assessments and educational assessments, accurately identifying the function of challenging behavior and socially valid, pivotal behaviors to target. Develops treatment plans that recommend individualized, evidence-based behavioral strategies in a format accessible to staff, family members, other professionals. Develops strong collaborative relationships and trains families, caregivers, and school staff to implement effective techniques across all environments, promoting progress and generalization. Provides ongoing training of school staff, ensuring treatment integrity and supporting the professional growth of staff. Monitors progress and evaluates treatment effectiveness regularly, maintaining high rates of progress. Identifies behavior goals and intervention techniques utilizing non-aversive behavior change methods. Selects intervention and strategies according to the needs and desires and abilities of the individual, and prepares written behavior interventions and strategies, and support plans. Completes reports and other paperwork within the established timeframes. Participate in building-level meetings as appropriate. Assist in other areas as needed. Complete other duties as assigned. SUPERVISORY RESPONSIBILITIES Development of performance expectations. Observation, behavioral skills training, and delivery of performance feedback. Modeling technical, professional, and ethical behavior. Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires. Review of written materials (e.g., behavior programs, datasheets, reports). Oversight and evaluation of the effects of behavioral service delivery. QUALIFICATIONS Required Current Board Certified Behavior Analyst (BCBA, as certified by the Behavior Analyst Certification Board (BACB)). Master's Degree in applied behavior analysis, special education, psychology or related discipline. Expert knowledge of intervention planning for developing behavior change strategies that focus on reducing problem behaviors and increasing appropriate behaviors. Preferred Preferred - Minimum of 2 years experience as a Board Certified Behavior Analyst. Preferred - Classroom teaching, social worker, or psychologist experience. TIME COMMITMENT 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-3:30pm Monday, 8:00am-4pm Tuesday-Friday. SALARY AND BENEFITS Yu Ming offers a generous salary and benefits package which includes: $80,000-$110,000 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan). Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid. 11 Sick days per full time employee per school year. TO APPLY Interested candidates should apply at Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.