Behaviour Analyst

**CAREER OPPORTUNITY: BEHAVIOUR ANALYST**

**ABOUT THE UPPER GRAND DISTRICT SCHOOL BOARD (UGDSB)**

The UGDSB employs a team of approximately 4,000 dedicated staff who serve more than 35,000 students attending a variety of programs across 65 elementary and 11 secondary schools as well as continuing education and adult learning centres in the counties of Dufferin, Wellington, and the City of Guelph. The UGDSB covers the ancestral and treaty lands of the Mississaugas of the Credit, the Six Nations of the Grand River, and Saugeen Ojibway Nation.

The UGDSB is committed to supporting student achievement and well-being through our team of dedicated staff and strong learning communities, always striving to meet the diverse needs of our students. Our employees are empowered to contribute in meaningful ways to the success of our students and the greater organization.

**THE OPPORTUNITY**

The UGDSB is seeking a dynamic individual to join our team for a **temporary full-time **opportunity in the capacity of **Behaviour Analyst**. This is a 10-month position (yearly from Sept. - June following the school year calendar) to start January 6, 2025 with an anticipated end date of June 27, 2026.

The Behaviour Analyst will be reporting to the **Manager of Psychological Services and Behaviour Analysts.**

**Location**:Various locations within the Board

**Hours/FTE**: 1.0 FTE (35 hours per week)

**Salary Range**: Base salary: $76,784 - $97,012 based on a 1.0 FTE full-time annual salary, wage rate effective September 1, 2024), plus applicable vacation pay, in accordance with the Employment Standards Act

*Labour market adjustment of 1.5% to be applied to base salary; **salary range inclusive of market adjustment is $77,936 - $** **$98,467 per annum **(based on a 1.0 FTE full-time annual salary, wage rate effective September 1, 2024), plus applicable vacation pay, in accordance with the Employment Standards Act

*labour market adjustment may fluctuate based on local market

**Board Information**: 10 months; **temporary**, **full time**; Professional Student Services Personnel

**Responsibilities**
- Work collaboratively with multidisciplinary teams of clinicians and educators to develop and implement behavioural plans for students with complex needs
- Services may include any of the following: assessment to gather information (observations, data collection); providing data-based recommendations to school staff; modeling and coaching of effective strategies; monitoring and reviewing data to ensure successful outcomes
- Provide and coordinate training and modelling of Applied Behaviour Analysis (ABA) instructional methods and resources at the board, school and classroom level to increase capacity to use ABA methods within the school system
- Support deeper implementation of Policy/Program Memorandum (PPM) No. 140, Incorporating Methods of ABA into Programs for Students with Autism Spectrum Disorder (ASD)
- The Behaviour Analyst works to strengthen and facilitate collaborative working relationships and problem solving among schools, parents and community partners

**Experience and Qualifications**

Behavioural Analyst expertise is comprised of formal education and training, and practical experience in the educational system that includes but is not limited to the following competencies:

- Master’s degree from an accredited program in Behaviour Analysis
- Registered Behaviour Analyst with the College of Psychologists and Behaviour Analysts of Ontario, in good standing
- Training and experience in implementing ABA principles, integrated with a knowledge of trauma-informed practices
- Direct experience working with children and youth who have special education needs would be considered an asset
- Knowledge of the elementary and secondary education system in Ontario would be considered an asset
- Familiarity with special education issues, particularly those relevant for children and youth with ASD would be considered an asset
- Experience providing and/or facilitating adult learning and training would be considered an asset
- Excellent organization and communication skills would be considered an asset
- Knowledge of best practices of transitions would be considered an asset
- Knowledge of community-based support for students with ASD would be considered an asset
- Understanding of the Ontario Autism Program would be considered an asset
- Demonstrated ability to support school teams in resolving conflict would be considered an asset

**APPLICATION DETAILS**

**INCLUSIVE RECRUITMENT & HIRING**

Employment Equity
- First Nations, Inuit, and Métis peoples, and all other Indigenous peoples
- Persons of marginalized sexual orientations, gender identities, and gender expressions
- Members of groups that commonly experience discrimination based on race, ancestry, ethnicity, colour, religion and/or spiritual beliefs, or place of origin
- Persons with visible and/or invisible disabilities

At UGDSB, we recognize that many of the identiti