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The Stepping Stones

BCBA Behavior Coach

Baltimore, MD · On-site

$95K - $100K/yr

... City Public Schools in strengthening classroom environments, supporting educators, and improving student access to learning. This is a unique opportunity for a BCBA who wants to make a broader ...

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How much do bcba public school jobs pay per year?

As of Sep 4, 2026, the average yearly pay for bcba public school in the United States is $89,075.00, according to ZipRecruiter salary data. Most workers in this role earn between $74,000.00 and $90,500.00 per year, depending on experience, location, and employer.

What is a BCBA in a public school setting?

A BCBA, or Board Certified Behavior Analyst, in a public school is a specialist who uses principles of applied behavior analysis (ABA) to support students with behavioral, social, and learning challenges. They assess student behaviors, develop intervention plans, and collaborate with teachers, parents, and other school staff to promote positive outcomes. BCBAs often work with students with autism or other developmental disabilities, but their expertise can benefit a wide range of students. Their goal is to create supportive learning environments and help students achieve academic and behavioral success.

What are the key skills and qualifications needed to thrive as a BCBA in a public school?

To thrive as a BCBA (Board Certified Behavior Analyst) in a public school, you need expertise in applied behavior analysis, assessment techniques, and behavior intervention planning, typically supported by a master's degree and BCBA certification. Familiarity with data collection software, individualized education program (IEP) systems, and behavior tracking tools is important. Strong collaboration, communication, and problem-solving skills help you effectively support students, educators, and parents. These skills and qualifications ensure the development and implementation of effective behavioral interventions that improve student outcomes and foster a positive learning environment.

What are some common challenges faced by BCBAs working in public school settings, and how can they effectively address them?

BCBAs in public schools often encounter challenges such as balancing large caseloads, collaborating across multidisciplinary teams, and ensuring interventions are implemented consistently in busy classroom environments. Effective communication with teachers, staff, and families is essential for success, as is providing ongoing training and support to classroom personnel. Additionally, BCBAs must be adaptable and creative in developing behavior intervention plans that fit within the structure and resources of the school setting. Seeking regular feedback and fostering a culture of teamwork can help address these challenges and improve student outcomes.

What is the difference between Bcba Public School vs Bcba Private Practice?

AspectBcba Public SchoolBcba Private Practice
CredentialsBCBA certification requiredBCBA certification required
Work EnvironmentPublic school settings, classrooms, school districtsPrivate clinics, home-based, or independent practice
Employer & IndustrySchool districts, public education systemPrivate companies, independent practice, consulting
Common Search/ComparisonYesYes

The main difference between a Bcba Public School and a Bcba Private Practice lies in the work environment and employer. Bcba Public School professionals work within the public education system, focusing on school-based interventions, while Bcba Private Practice professionals operate in private clinics or independently, offering more flexible services. Both roles require BCBA certification and serve individuals with behavioral needs, but their settings and daily responsibilities differ significantly.

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BCBA Public School jobs near you
Infographic showing various Bcba Public School job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 74% Full Time, 21% Part Time, 1% Temporary, 2% Contract, and 1% Nights. Highlights an 98% Physical, and 2% Remote job distribution, with an average salary of $89,075 per year, or $42.8 per hour.

School Psychologist or BCBA

Mid-Michigan Area Public Schools Consortium

Mount Pleasant, MI • On-site

Full-time

Re-posted 17 days ago

Key responsibilities

  • Conducts psychological evaluations of referred students using multiple assessment methods and tools

  • Participates in case conferences, team meetings, and problem solving meetings related to student needs

  • Provides individual or small group counseling sessions for at-risk students as needed

Job description

Position Type:
Special Education/School Psychologist
Date Posted:
4/20/2026
Location:
Mt Pleasant Public Schools
Date Available:
08/03/2026
Closing Date:
08/28/2026
District:
Mt. Pleasant Public Schools
SCHOOL PSYCHOLOGIST or
BOARD CERTIFIED BEHAVIOR ANALYST
JOB POSTING
The following position is available for the 2026-2027 school year:
FTE
Position
Building
1.0
School Psychologist or BCBA
District
Required Qualifications
  • Master's (MA or MS) or Educational Specialist (EdS) degree in school psychology or Board Certified Behavior Analyst
  • Must have completed 45 graduate hours in schoolpsychology or equivalent
  • Currently certified or eligible for certification as a Full or Preliminary School Psychologist by the Michigan Department of Education and/or fully certified or eligible for certification as a Board Certified Behavior Analyst (BCBA) through Behavior Analysis Certification Board (BACB)
  • Meets competency requirements as set forth in the Michigan Administrative Rules for Special Education (MARSE)
  • Has an electronic fingerprint clearance from a criminal history record check

Responsibilities
  • Conducts extensive psychological evaluations of referred students using multiple valid and reliable assessment methods and tools
  • Completes evaluations and assessments within state defined timelines
  • Participates in case conferences and team meetings when referred students are involved, or as requested
  • Provides building and staff consultation in regard to learning and behavioral difficulties
  • Effectively explain and interpret eligibilities to all stakeholders
  • Makes recommendations in regard to current levels of functioning and academic performance
  • Provide individual or small group counseling sessions for at-risk students as needed
  • Participation in building-wide PBIS and MTSS processes
  • Lead or attend problem solving meetings for individual or groups of students in accordance with building intervention framework
  • Complete, maintain and submit state and district required special education paperwork
  • Other duties as assigned, to assist students in the school setting

Certification & Licensure
  • Currently certified or eligible for certification as a Full or Preliminary School Psychologist by the Michigan Department of Education

And/Or
  • Eligible for full certification as a Board Certified Behavior Analyst (BCBA) through Behavior Analysis Certification Board (BACB)

Language Skills
Ability to read, analyze, and interpret professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public. Ability to effectively communicate evaluation findings to all stakeholders.
Mathematical Skills
Ability to apply statistical concepts and principles in regard to evaluation and assessment. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations. Ability to quantify and explain behavioral and academic data, as well as create visuals to communicate effectiveness of interventions.
Skills & Abilities
Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom one is assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication. Ability and willingness to collaborate and / or consult with mental health professionals. Understand therapeutic techniques and evaluation of said skills.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform 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 regularly required to sit, walk and stand. Specific vision abilities required by this job include close vision. Individual should be physically able to complete training for and use de-escalation and physical management strategies through Crisis Prevention Institute (CPI) or equivalent.
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. The noise level in the work environment is occasionally quiet to moderate. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students.
Compensation
According to the negotiated Master Agreement with the Mt. Pleasant Education Association.
Application
https://www.applitrack.com/gcaps/onlineapp/_application.aspx?posJobCodes=19008&posFirstChoice=Career-Technical%20Education%20Instructional&posSpecialty=
Linda Boyd
lboyd@mp.edzone.net
DATE OF POSTING: April 20, 2026
DEADLINE DATE: Until Filled
Non-Discrimination Statement
The District does not discriminate on the basis of race, color, national origin, ethnicity, religion, sex (including gender identity or expression, sexual orientation, pregnancy, childbirth, or a related condition), age, height, weight, familial status, marital status, military service, veteran status, genetic information, disability, or any other legally protected basis, and prohibits unlawful discrimination, including harassment and retaliation, in any education program or activity that it operates, including in admission and employment.
Inquiries about unlawful discrimination, including unlawful harassment and retaliation, may be referred to the District's applicable Coordinator and/or an agency with jurisdiction, such as the U.S. Department of Education's Office for Civil Rights, the Michigan Department of Civil Rights, the Equal Employment Opportunity Commission, or the Department of Justice.

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