As a fieldwork coordinator working with educators pursuing certification in behavior analysis, I've observed firsthand the functional intersection between education and behavior analysis. Educators who become behavior analysts bring unique value to school systems. We understand both classroom dynamics and behavioral principles, making us invaluable assets in meeting the rising behavioral needs of today’s student populations. This dual expertise positions us to address the unique challenges of schools where academic priorities and behavioral needs intersect in complex ways.

Having run our own classrooms, we understand the realities of teaching—the tight schedules, diverse student needs, and constant pressures to meet curriculum goals while seamlessly managing behaviors. Our firsthand experience shapes our approach to creating behavior intervention plans (BIPs) by ensuring these plans are rooted in sound behavioral principles and practical and feasible for teachers to implement. We recognize that even the best-designed plan is only effective if it works within the constraints of the modern busy classroom.

This insider knowledge also allows us to bridge the gap between behavior teams and teaching staff — two groups often approaching challenges from very different perspectives. Where behavior teams focus on data and behavioral science, teachers are steeped in pedagogy and instructional practices. Educators-turned-behavior analysts are translators, breaking down complex behavioral strategies into actionable steps that seamlessly fit within instructional routines. Our ability to speak both “languages” fosters collaboration and builds trust so that interventions are accepted and embraced.

Equally important is our knack for creating sustainable systems. Schools operate within innumerable constraints — time, staff availability, and resources are always limited. A deep understanding of these limitations enables dual-role professionals to design interventions that work within these boundaries. Whether it’s adapting strategies to existing schedules or leveraging staff roles creatively, we craft solutions that can endure over time rather than adding to the workload or creating temporary fixes.

What truly sets us apart, however, is our unwavering focus on the ultimate goal: holistic student learning. While addressing behavioral challenges is necessary, we never lose sight of the educational mission. Every intervention is designed not only to improve behavior but also to create an environment where learning can thrive. By blending the art of teaching with the science of behavior, we have the unique privilege of offering schools a powerful and practical way to support both educators and their students.

I should know — this isn’t just the story of my trainees; it’s my story too — and it’s why I started Supervision with TLC. My goal is clear: to develop and retain skilled professionals who can seamlessly blend educational expertise with behavioral science in school settings worldwide.

Retaining educators in behavior analysis is rooted in fieldwork experiences that seamlessly integrate both disciplines. Effective supervision models meet board requirements, recognize the realities of teaching, and demonstrate how behavior analysis can thrive in school settings. By designing supervision around these principles, universities and supervising behavior analysts can better prepare educators for long-term success in dual roles.

One critical aspect of school-based supervision is respecting the demands of an educator’s teaching schedule. Teaching is already a demanding profession, and adding fieldwork hours, supervision sessions, and coursework to an already packed schedule can feel impossible. Supervision sessions that occur outside of school hours, whether in the evenings or during weekends, acknowledge the limited availability of working teachers. This approach reduces the stress of juggling competing responsibilities and allows educators to fully engage in the supervision process with reduced distractions. Flexibility in scheduling makes fieldwork attainable and sets the tone for sustainably participating in a dual-role career.

The key here is integration. Whenever possible, fieldwork supervision should align with preexisting classroom responsibilities. Schools provide rich opportunities for applying behavioral principles in real-world settings, from conducting functional behavior assessments to designing interventions that fit within the naturalistic flow of the school day. Breaking fieldwork tasks into smaller, manageable goals — such as focusing on one aspect of the task list each session — can make the process feel less daunting. This emphasis helps trainees see how behavior analysis directly enhances their teaching while empowering them to develop practical skills that translate into immediate, tangible progress in their students.

Building consultation skills tailored to school environments is essential to effective supervision. Educators pursuing behavior analysis need to learn how to collaborate with colleagues, lead discussions about student behavior in interdisciplinary teams, and provide actionable recommendations in a way that resonates with all staff. These consultation skills are vital not only to supporting students but also to establishing a professional identity that blends education and behavior analysis.

By prioritizing these elements, school-based supervision models prepare educators to integrate behavioral science into their classrooms while balancing the demands of teaching so that they can create a strong foundation for both their professional trajectory and the success of their students.

Trainees often feel pulled in two directions: meeting the needs of their students while fulfilling the expectations of their supervision program. They may worry that focusing on behavior analysis will detract from their teaching or that their teaching responsibilities will limit their ability to grow as behavior analysts. Hence, maintaining effectiveness in both roles during the transition is another common concern. University programs can reinforce this connection by demonstrating how behavioral principles enhance teaching practices and how a strong teaching foundation enriches behavioral interventions. This overlap allows trainees to see the immediate impact of their learning while ensuring their current students continue to benefit from their growing expertise. By viewing the transition as an evolution rather than a shift, trainees can feel more confident and capable in both roles.

One of the greatest benefits of school-based behavior analysis training is the opportunity for trainees to engage in experiences that directly align with their teaching roles. These hands-on opportunities build critical skills and demonstrate the practical integration of behavior analysis within educational settings. By anchoring fieldwork tasks to the realities of classroom life, trainees can more easily see the relevance and value of their new expertise in their day-to-day work.

Leveraging function-based thinking (FBT) in classroom settings is a cornerstone of this process. Trainees learn to identify the environmental factors influencing student behavior by observing patterns within the natural flow of a school day. Unlike clinical environments, classrooms present unique challenges — students interact with peers, follow complex schedules, and are expected to adapt to diverse teaching styles across multiple shifting environments. By applying FBT in this dynamic setting, trainees develop the ability to assess behavior within the real-world context of education and create interventions that fit well into educational routines.

Designing group contingencies is another powerful way for trainees to apply behavior-analytic principles in schools. Unlike individual interventions, group contingencies allow trainees to address classwide challenges while increasing student collaboration and shared accountability. Whether it’s a token economy to encourage teamwork or an interdependent contingency to improve on-task behavior, these systems are not only effective but also scalable, which makes them highly practical for educators to implement.

Behavior intervention plans (BIPs) created in this context take on a new level of practicality. Trainees are encouraged to design plans with the classroom teacher’s perspective in mind to ensure that the strategies outlined are feasible and sustainable. This means considering everything from the teacher’s available time to the school’s existing resources so the BIP becomes a tool that supports, rather than overwhelms, the classroom environment. Schools often lack the luxury of dedicated data collection time, so trainees must learn to create low-demand systems that strategically fit into existing routines, like leaning on partial intervals and integrating data collection into existing IEP goal tracking.

These practical experiences help trainees understand how behavior analysis can truly be a welcome fit in schools by respecting the complexities of the teaching profession. By focusing on relevance and feasibility, they leave supervision equipped to make meaningful, lasting changes in their educational communities.

Navigating relationships with colleagues during this role evolution can be complicated. As trainees take on increasingly behaviorally analytic tasks, they may encounter resistance or confusion from coworkers who are unfamiliar with the evolving dual role. Thus, building collaboration skills is essential. School-based trainees need to be supported in learning how to communicate the purpose and benefits of their behavior-analytic work in a way that resonates with their fellow educators.

For educators pursuing certification in behavior analysis, maintaining their identity as educators while growing their behavior-analytic expertise is a critical part of their development. It’s not about leaving their teaching roots behind but rather enhancing those skills with a new lens — one that allows them to address behavior with science-backed strategies while remaining deeply connected to their role as educators.

A core part of this journey is emphasizing how behavioral principles enhance, rather than replace, teaching skills. Effective teaching and behavior analysis are naturally complementary since both rely on clear communication, strategic planning, and consistent follow-through. For example, an educator may already be skilled in managing a classroom, but with behavior analysis training, they can refine those skills to address the underlying functions of behavior and design proactive interventions. This integration not only builds on their existing strengths but also helps them notice how they are evolving as both an educator and a behavior analyst.

Another key instructional approach with school-based trainees is demonstrating the value of an educational background in behavior analysis. Educators bring a wealth of knowledge about pedagogy, student development, and classroom dynamics to the professional table — perspectives that are sometimes missing in traditional behavior analysis training. Helping trainees recognize this unique contribution reinforces their confidence and shows them how their teaching experience enriches their work as behavior analysts. This dual perspective allows them to approach challenges holistically by considering both instructional and behavioral needs when supporting students.

Building confidence in both disciplines simultaneously is how a well-rounded professional identity is developed over time. Trainees take pride in their dual roles and view themselves as assets to their school communities. As they gain expertise in behavior analysis, they are also reassured that their teaching skills remain at the heart of their practice. This dual development fosters a sense of balance that makes them feel equally proficient as educators and behavior analysts.

For school-based behavior analysts, professional growth is an ongoing journey that requires development in both behavioral science and educational practices. This dual focus ensures that they remain effective in addressing the evolving needs of their students and school communities. By emphasizing continuous learning and collaborative opportunities, we help both current and aspiring behavior analysts flourish in their roles.

School-based behavior analysts benefit from training opportunities that combine educational and behavioral perspectives and offer them tools to navigate their unique environments. For instance, professional learning sessions might explore integrating classroom management strategies with behavior-analytic interventions or adapting evidence-based practices to meet the constraints of a busy school day. This targeted approach deepens their expertise and helps them maintain relevance in both disciplines.

Access to specialized supervision focused on school-specific behavioral applications makes this possible. Supervisors with firsthand experience in education bring invaluable insight to their trainees by offering guidance on balancing the demands of teaching and fieldwork. Whether it’s helping trainees design interventions that work within school schedules or providing feedback on how to consult with educators effectively, these supervisors play a critical role in shaping the next generation of school-based behavior analysts.

Opportunities to mentor newer professionals foster growth for the supervisor and the trainee. Experienced behavior analysts who share their knowledge with less-experienced school-based colleagues reinforce their own expertise while building the confidence of others. These relationships build a sense of community that ensures that school-based behavior analysts never feel like they are navigating their complex roles alone.

By prioritizing ongoing education, specialized supervision, and mentorship, we create a culture of continuous growth for school-based behavior analysts. This approach ensures that they remain at the forefront of both education and behavior analysis, ready to meet the challenges of their roles with confidence and skill.

The future of behavior analysis in schools depends on professionals who can seamlessly integrate educational and behavioral expertise. As schools face increasing demands to address student needs holistically, the importance of behavior analysts who understand the realities of education cannot be overstated. Threshold Learning is committed to fostering this integration by expanding opportunities and resources tailored to bridge this divide.

The expansion of school-based fieldwork opportunities is a critical step forward. Fieldwork rooted in real classroom settings prepares trainees for the challenges of their dual roles and demonstrates the value of behavior analysis to school communities. By working alongside teachers and students, trainees gain hands-on experience that bridges theory and practice to ensure they’re ready to address more complex behavioral and academic needs independently.

To support this growth, we also focus on developing specialized supervision opportunities for educators. Supervisors with experience in teaching and behavior analysis bring invaluable insight to trainees by offering practical, relevant, and sustainable guidance within the school context. This specialized support helps trainees see the natural connections between their teaching background and their new skills as behavior analysts.

Building partnerships with school districts is key to creating a lasting impact. Collaborating with districts strengthens fieldwork opportunities and fosters a culture that values and understands the role of behavior analysis in education. These partnerships pave the way for systemic change so that educators and behavior analysts are equipped to support students’ growth and success.

Through these initiatives, we aspire to shape a future where behavior analysis is embedded into school settings by empowering dual-role professionals to create environments where both students and their colleagues excel. With thoughtful planning, aligned goals, and a focus on collaboration, trainees can successfully navigate this journey toward becoming leaders in their schools who blend the best of both worlds.