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Specialist (BTU), ABA Strand [BCBA Required] (Long Term Substitute) (SY26-27)

Boston Public Schools · Boston, MA · 1 mo ago
OTHRFull-time

This is a long-term substitute position expected to start on 9/8/26 and end on 12/7/26. All substitute teachers are hired as per diem substitutes, even when placed in long-term assignments, and begin at the per diem rate of pay.

About the Role

The BTU Specialist will provide support to students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services will be determined by the needs of the students and specifications developed collaboratively by the Principal(s)/Head of School(s) and Office of Specialized Services (OSS).

Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSS.

Responsibilities

  • Provide specific support services, appropriate for the students enrolled in this strand and other students placed at risk, defined collaboratively by the Principal/Head of School and OSE.
  • Provide support services to individual students, small groups, and class groups, as defined in IEPs or Service Team Action Plans.
  • Collaborate in planning and service delivery with Principal(s)/Head of School(s), HSS Teachers, Special Education Coordinators, Special Education Program Directors, and other school staff and administrators.
  • Provide case management and liaison with other schools, district, and community-based providers.
  • Participate as members of Service Teams and Evaluation Teams.
  • Provide consultation and professional development to colleagues.

Core Competencies

  • Accountability for Student Achievement: Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations, engages all students in learning, assesses student learning regularly, and effectively analyzes data from assessments.
  • Communicating Professional Knowledge: Exhibits strong knowledge of child development and designs effective plans for support with measurable outcomes. Provides differentiated learning experiences that enable all students to progress toward intended outcomes.
  • Equitable & Effective Instruction: Builds a productive learning environment where every student participates and is valued. Uses practices that challenge, motivate, and engage all students. Adapts instruction, services, plans, and assessments to make curriculum accessible to all students.
  • Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
  • Parent/Family Engagement: Engages with families and builds collaborative, respectful relationships in service of student learning. Provides parents with clear expectations and strategies to promote learning and development.
  • Professional Reflection & Collaboration: Regularly reflects on practice, seeks and responds to feedback, collaborates with colleagues, and provides expertise to support appropriate academic, behavioral, and social/emotional learning experiences.

Requirements

  • Board Certification as a Behavior Analyst (BCBA).
  • Holds a Moderate or Severe Disabilities License from the State of Massachusetts.
  • Experience delivering support services to students with disabilities.
  • Ability to meet the BPS Standards of Effective Practice as outlined above.

Preferred Qualifications

  • Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
  • Master’s Degree in special education or a related field.
  • Experience in the Boston Public Schools or urban public schools.
  • Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.

Pay

Salaries are listed by Unions and Grade/Step. Refer to www.bostonpublicschools.org/ohr (under "Employee Benefits and Policies") for more information on salary and compensation.

Schedule

The start and end times of BPS schools vary, as do the lengths of the school day. Some schools have a longer day through the "Schedule A" Expanded Learning Time (ELT) agreement.

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