I know exactly where you're stuck, because I lived there for two years.
I did everything right. Finished my coursework while teaching full-time. I'd even accrued some of my fieldwork hours along the way. Then I hit the wall nobody warns you about: after graduation, I had no way to finish them. Hundreds of hours to go, and no supervisor.
I tried the route everyone recommends — get hired as an RBT and let the agency supervise you for free. I applied for full-time positions. I was willing to take the pay cut, work the tech role, do it all the right way. Nobody would hire me. Application after application went nowhere, and only one hiring manager was honest enough to tell me why: you're overqualified. Agencies don't want an experienced educator in a tech role she'll outgrow the day she certifies. I couldn't even pay my dues — they wouldn't let me.
So my certification sat frozen for two years. Coursework done. Hours half-finished. Career stalled.
What finally broke the logjam wasn't more studying, more applications, or more advice. It was structure: I hired a remote supervisor and built a system for generating and documenting qualifying fieldwork hours from inside a full-time school job. That system carried me through my remaining hours, through certification, into practice — and eventually into owning my own ABA clinic.
The Teacher to BCBA Supervision Program is that system — redesigned around the BACB's 2027 requirements — including the fieldwork-setting and supervisor-access rules most programs ignore. You shouldn't lose two years figuring out what I had to figure out alone.
