ABOUT US

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!

ABOUT THE APPLICATION PROCESS

Before you begin, please read the position description below carefully and review our application instructions. Be sure your application reflects experience and education to meet any minimum qualifications listed on the job description. Once your application has been submitted, you will not be able to add documentation or make any changes. More details about application requirements are found below.
Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .
Job Posting End Date:
08-22-2025
Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.

DESCRIPTION

Under the supervision of an Instructional Facilitator, Special Education, the Board-Certified Behavior Supervisor works closely with Department of Special Education staff including Registered Behavior Technicians, teachers, administrators, curriculum staff and families to provide instructional support for students with disabilities to support a learning community where we expand opportunities and access, remove barriers, and foster an inclusive environment as per the HCPSS Strategic Plan Mission.
This position is funded for the State Fiscal Year (SFY) 2026 through the Consolidated Local Implementation Grant (CLIG). The CLIG is a non-competitive grant, designated as a single mechanism through which local jurisdictions receive grants of federal and State funds to implement local early intervention programs in compliance with federal and State regulations, policies, and procedures. Continuation of employment beyond June 30, 2026 is contingent upon continuation of funding.

EDUCATION:

• Bachelor’s degree from an accredited college or university.

EXPERIENCE:

• Two years of experience designing and implementing Applied Behavior Analysis (ABA) programming, conducting data analyses, and training and supervising staff which may include Registered Behavior Technicians.

PREFERRED QUALIFICATIONS

• Bachelor’s degree or higher in education or a behavioral science field to include psychology and other subjects related to the field of behavioral science.
• Graduate degree or post graduate certificate in Applied Behavior Analysis.
• Experience providing direct services aligned with ABA to persons with disabilities, ages birth through 21, within a public education setting.
• Experience providing professional development, facilitating workshops, and/or teaching at the university level.
• Experience in a leadership role or successful completion of leadership courses/training.

ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES

The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.

• Knowledge of ABA principles and how to practically apply them to programming for students with disabilities in the school environment.
• Knowledge of current research-based interventions for behavior.
• Knowledge of special education procedures and processes (e.g., COMAR, IDEA).
• Knowledge of appropriate instructional practices for use with children with disabilities and experience supporting families.
• Ability to work cooperatively with staff including Registered Behavior Technicians, parents, students, and community groups.
• Skill and experience in data analysis and application.
• Proficient skill in utilizing computer-based tools for data collection (e.g., Excel).
• Evidence of competence in written and oral expression.

APPLICATION REQUIREMENTS

Complete applications must be submitted, and once your application has been submitted, you will not be able to add documentation or make any changes. Incomplete applications will not be accepted. Resumes will not be accepted in lieu of a completed application.

PRE-EMPLOYMENT REQUIREMENTS

Professional references will be contacted prior to any offer of employment. Recommended candidates will be required to provide references from current and recent supervisors.
All employees, regular and temporary, must be fingerprinted, have a criminal background investigation completed, and successfully complete the Maryland Employment History Review, pursuant to Section 6-113.2 of the Education Article, Annotated Code of Maryland. In addition, some positions will require completion of a physical examination and/or drug testing.
Anyone offered employment is required to provide proper identification and documentation of eligibility for employment in the United States. HCPSS participates in E-Verify and does not offer employee sponsorship.
For questions regarding this posting, please contact Sandy Saval at sandy_saval@hcpss.org .

The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.

• Coordinates individualized instructional and behavioral programs for students with Individual Education Programs (IEP)/Individual Family Support Plans (IFSPs) based on the principles of Applied Behavior Analysis (ABA).
• Provides initial and ongoing ABA training for school and central office staff including how to analyze data to measure effectiveness of interventions related to skill acquisition and behavior reduction.
• Provides training and follow-up for school-based staff regarding data collection and analysis to monitor the fidelity of implementation for instructional procedures and BIPs.
• Collaborates with Department of Special Education support staff (e.g., Instructional Facilitators, Specialists, Resource Teachers, Registered Behavior Technicians) as well as other service providers/members of the IEP team including teachers, related service providers (e.g., S/LP, OT), parents, and advocates to develop behavior intervention plans and as part of IEP/IFSP meetings.
• Supervises Registered Behavior Technicians for a minimum of 5% of the hours of ABA services implemented by the RBT which must include at least two face-to-face contacts per month. One of the two contacts must include observing the RBT providing services (e.g., implementing skill acquisition/behavior reduction interventions/Behavior Skill Training/modeling and coaching/reviewing data sheets/etc.)
• Provides program consultation and facilitates processes for data collection and analysis to assist with the development of individualized programming for students receiving special education services.
• Guides the selection of and/or administers assessment tools to inform instructional programming (e.g., ABLLS-R, VB-MAPP) and processes used to address behavior reduction (e.g., FBA, FA).
• Maintains required documentation (e.g., reports, logs, summaries) for all program/school assignments including BACB records as it relates to RBT supervision.