Indianapolis Public Schools

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, focusing 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.
• Generous Compensation: We’re proud to offer the highest teacher starting pay in Indianapolis and one of the most competitive in the state, with teachers earning $53,460 - $94,000 depending on experience, plus a generous benefits package. Our teacher salaries are continually on the rise, as IPS regularly advocates for stronger teacher compensation.
• Access to Financial Benefits: Working in IPS makes it possible to benefit from federal programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness (TLF), helping 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, plus IPS offers a private clinic for staff and their families through our partners at Ascension St. Vincent.
• Flexible Wellness Leave: Take the time you need to care for yourself and your family with our generous leave policies. 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: Put students at the heart of your work. 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 looking for a skilled professional who has experience in strengthening and expanding racial equity work in an urban setting . Professional development opportunities are available to enhance growth, as well as competitive benefits and salary. BCBAs must have experience working with individuals with Autism and with developing skill acquisition programs, function-based behavior support plans, and completing both skills assessments and functional behavior assessments. Qualified candidates should be proficient in staff, teacher and parent training and possess excellent communication, organization and time management skills.

WHAT YOU’LL DO:

The following outlines what your core duties and responsibilities will be for this position and provides a sample overview of what your day-to-day may look like.

Core Duties and Responsibilities

Knowledge of applied behavior analysis and appropriate interventions for students diagnosed with Autism Spectrum Disorder. Understanding of child development and curriculum and instruction materials used at various grade levels are essential skills in order to assist the students in accessing their learning environment. This is not an exhaustive list and employees may be assigned additional duties by management as required.

1: Develop behavior protocols and data collection systems designed for the needs of specific programs across the district.

2: Develop individualized curriculum for specific ABA-based classroom and support with generalization to self-contained classrooms as necessary.

3: Support the case management of all students' IEP services including development and implementation of goals and objectives and progress reporting.

4: Evaluate student progress based on work output and observation and use this evidence to determine goals, objectives and directions.

5: Develop and execute district-wide trainings on topics such as Autism, ABA, discrete trials, social skills, and data collection

6: Provide RBT supervision as required by BACB to maintain certification. Support the professional development of RBTs.

7: Consult with teachers, administrators, and other staff members within larger school community to identify and develop increased opportunities for inclusion, and assist in the implementation of accommodations

8: Conduct school-based functional behavior assessments using district procedures and develop individualized Behavior Intervention Plans for each student enrolled in the ABA-classroom in addition to consulting with staff across self-contained programs in the FBA and BIP process. Design and train on data collection systems to monitor implementation and student progress on BIP goals.

9: Use appropriate applied behavior teaching, communication, and reinforcement techniques consistently. Provide highly structured approach that relies on behavioral principles. Translate IEP goals into written ABA programs.

10: Assist with development of protocols for program admission and transitioning students into Least Restrictive Environments as necessary. Ensure that all program protocols are being followed consistently.

11: Review and input Medicaid Billing notes. Submit and follow billing cycles.

12: Support teachers in the preparation of report cards, education records, IEP forms, classroom observation records and other forms, participate in IEP meetings, and perform any other duties that may be assigned by the building principal, of Unified Student Support Administrators

“Day In the Life” Overview

On a regular day, as a BCBA, you might:

• Develop treatment plans for students in the REACH ABA classroom.
• Provide RBT oversight and supervision.
• Work collaboratively with the TOR on the daily schedule.
• Works in collaboration with special education teachers, school leaders, and other experts to improve learning outcomes for students with disabilities.
• Review and track data. Makes recommendations and changes to students' plans based on data.
• Create, implement, and model interventions and strategies for students.
• Assist as needed with direct student support.
• Directly communicate with parents regarding student updates, needs, and trainings.

QUALIFICATIONS:

EDUCATION: Master's Degree

LICENSE: Must hold a valid Indiana State Teacher's License in Elementary Education (K-6).

CERTIFICATIONS: BCBA or BCaBA certification

Must be deemed Highly Qualified in accordance with the Indiana Department of Education

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrate a high level of effectiveness. •Have the courage and desire to establish community outreach programs. •Must be willing to collaborate with administration, the Special Education Department, and all staff (during Structured Teacher Planning Time, team building, etc.) •Prepare rigorous, engaging lessons and other instructional materials to meet individual needs of all students. •Demonstrate use of scientifically-based research best practice instructional strategies. •Post assignments and input real-time data on IPS On-Line weekly, contact parents weekly, and arrange parent/teacher conferences after each grading period. •Use a variety of instructional methods and materials. •Assessment/Data: 1) Administer frequent assessments to see what is working and what is not working; 2) Analyze Data: Evaluate student work and assessment data to make instructional adjustments (error pattern analysis), evaluate social growth, keep appropriate records, and prepare progress reports. •Encourage parent involvement in the educational process. •Seek and use community resources to enhance the instructional program. •Maintains control that is conducive to safety in the classroom and on the playground. •Resolves problems in a timely manner using reason even with emotional topics focusing on solving conflict, not placing blame. •Participate in all staff and curriculum development workshops and professional reading groups, sometimes held during the summer and/or outside of the regular instructional day. •Responds promptly to customer needs and solicits feedback to improve service
• Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES: None.

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 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 and use hands to find, handle, or feel. The employee frequently is 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 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.

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