Board Certified Behavior Analyst (BCBA)

Department of Special Education – 2026-2027 School Year

About the role

The Board Certified Behavior Analyst (BCBA) leads the implementation of behavioral supports throughout the district and Applied Behavior Analysis (ABA) instruction. This role performs specialized activities to support students diagnosed with Autism Spectrum Disorder (ASD) or related emotional and behavioral disabilities. The BCBA ensures Framingham’s high expectations for achievement, equal access to quality instruction, and academic proficiency for all students by providing functional behavioral assessments, staff coaching, and direct consultation for student IEPs.

About Framingham

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It blends urban convenience with New England neighborhoods, characterized by cultural diversity and a strong community spirit. The Framingham Public School system is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population. Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park.

Requirements

• Valid Massachusetts License in Board Certified Behavior Analyst (BCBA)
• Safety Care Certification (or willingness to complete district-led sessions)
• Master’s Degree from an accredited college or university in Behavior Analysis, Education, Psychology, or a related field
• Proven track record of delivering high-quality ABA programming and managing complex behavioral caseloads in a public school setting
• Bilingual proficiency in Spanish and/or Portuguese is encouraged

Skills and abilities

• Clinical Intervention & Support: Design and implement Tier 1, Tier 2, and Tier 3 Applied Behavior Analysis (ABA) programs and Behavior Intervention Plans (BIPs) for students with ASD and related disorders
• Data-Driven Decision Making: Collect and analyze behavioral data, social-emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals
• Multi-Tiered Systems of Support (MTSS): Work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies promoting academic success and social-emotional wellness
• Clinical Case Management: Provide direct supervision, modeling, and feedback to ABA Specialists and classroom staff on curriculum modifications and behavioral strategies
• Restorative Practices & Crisis Management: Master restorative justice, conflict transformation, and de-escalation techniques; provide immediate crisis intervention and lead re-entry meetings for students returning from outside placements
• Compliance & Ethics: Knowledge of principles, practices, and ethical standards of school social work/counseling, including maintenance of clinical confidentiality and accurate record-keeping
• Instructional Technology: Proficiency in Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning
• Communication: Communicate clearly and concisely with diverse stakeholders, translating clinical observations into actionable educational strategies for teachers and parents
• Cultural Proficiency: Foster an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications
• Professionalism & Clinical Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment in high-stakes emotional situations or behavioral escalations

Responsibilities

Clinical Supervision & Programming

• Supervise ABA Specialists and program staff on behavior plans, social skills instruction, and curriculum modifications
• Translate IEP goals into written ABA programs and develop academic and behavioral data-collection systems
• Provide in-class modeling of behavioral techniques and tools for classroom teachers and assistants

Assessment & IEP Implementation

• Conduct comprehensive behavioral assessments (e.g., VBMAPP, AFLS) and devise appropriate Behavior Intervention Plans (BIPs)
• Collaborate with multidisciplinary teams to complete IEP goals, benchmarks, and progress reports; attend IEP meetings as a subject matter expert
• Oversee and provide feedback to staff regarding programming fidelity and IEP implementation

Consultation & Coordination

• Coordinate parent consultation and training as required by the student's IEP to ensure generalization of skills
• Serve as a liaison between classroom teams and the Office of Special Education to ensure behavioral strategies are implemented consistently district-wide
• Monitor the implementation of de-escalation strategies to ensure the well-being of all students and staff

Professional Responsibilities & Development

• Commit to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks
• Contribute to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed
• Plan and supervise purposeful assignments for educational support staff and volunteers to maximize their impact on student learning

Working conditions

• Mobility, Navigation & Travel: Move throughout school buildings and grounds, including classrooms, cafeterias, and playgrounds; frequent standing, walking, bending, stooping, kneeling, and reaching; navigate tight spaces and move furniture
• Stationary Tasks: Remain in a stationary position for extended periods for instruction, administrative tasks, and meetings
• Sensory Requirements: Continuously see and hear to ensure student safety, monitor classroom operations, and provide instruction; close and distance vision and auditory acuity required
• Communication: Communicate effectively with students, parents, and district personnel in person, via email, and by telephone or video conference
• Manual Dexterity & Technology: Frequent use of hands to operate computers, input data, and utilize instructional technology and office machinery
• General Physical Strength: Lift, move, and position classroom materials and equipment up to 30 lbs
• Working Environment: Adapt to dynamic, high-noise school environments during instruction, recess, and observations; exposure to classroom germs and rapid temperature changes
• Interaction & Focus: Interact routinely with diverse stakeholders, meet multiple demands simultaneously, and maintain focus amid frequent interruptions
• Behavioral De-escalation & Resilience: Remain calm and professional during student behavioral challenges or high-stakes emotional situations; model and apply de-escalation techniques

Schedule

185 days (Ten-Months), covered under the Framingham Teachers Association (Unit A) Contract.

Benefits

For more information about our benefits, click here.