Autism Program SPED Teacher — ABA Expert

Bedford Public Schools; Massachusetts; On-site; USD 51,000 - 70,000; Part time

Job summary

Bedford Public Schools invites applications for a Special Education Teacher Autism Program, Short Term Substitute at Bedford High School. Immediate start through mid-October with ongoing collaboration for student success.

Position requires experience with ABA, IEP-aligned instruction, and data-driven progress monitoring. Massachusetts licensure in Severe Disabilities preferred; SEI endorsement and teaching experience preferred.

Qualifications

• Experience with Applied Behavioral Analysis (ABA) principles in autism programming.
• Ability to implement IEP goals with data-driven decision making.
• Knowledge of DTT and incidental teaching strategies.

Responsibilities

• Develop and implement instruction aligned to IEP goals with appropriate differentiation.
• Collaborate with teachers and specialists to coordinate service delivery.
• Collect and analyze student data to monitor progress and adjust programming.
• Prepare and maintain assessment materials for eligibility and ongoing evaluations.
• Serve as liaison with families and participate in Team meetings.

Skills

ABA knowledge

Special education

Data collection

Education

Master's degree

Massachusetts Licensure in Severe Disabilities

SEI Endorsement

Job description

Position Type:
Teacher/Special Education Teacher

Date Posted:
9/22/2026

Location:
Bedford High School

Bedford Public Schools

Invites applications for the position of:

Special Education Teacher Autism Program

Short Term Substitute

Immediate Start through mid-October (anticipated)

Opening Date: Immediately

Description:
Special education teachers work with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities. They also teach basic skills to students with severe disabilities.

Responsibilities:
Instruction:
Thorough and in-depth knowledge of and experience with the principles and practices of Applied Behavioral Analysis (ABA) Experience working with students with autism as demonstrated by successful student outcomes.

Familiarity and experience with discrete trial teaching as well as incidental/natural environment teaching.

Develop and implement schedules for students' services in accordance with their IEPs' service delivery.

Coordinate schedules with classroom teachers and other specialists' service delivery. Select appropriate instructional programs and methodologies, plan, and implement
instruction that matches students' IEP goals and objectives.

Provide appropriate instruction to address IEP goals and objectives, and differentiate instructional accordingly. Employ appropriate behavior management techniques during individual or small group instruction.

Experience facilitating appropriate inclusion in same grade general education settings.

Maintain and use adaptive equipment and materials
.
Develop and implement classroom and curricular accommodations and modifications.

Teach and plan cooperatively with subject area teachers.

Assessment:
Demonstrate ability to accurately collect student data and analyze such data in order to monitor progress and develop programming for students.

Experience conducting functional behavior assessments and developing individual behavior support plans.

Maintain assessment materials for special education evaluations.

Administer MCAS with accommodations or develop portfolios for MCAS alternate assessment, as outlined in student/s' IEPs.

Write reports based on evaluations and present reports at Team eligibility determination meetings.

Individually test students and complete necessary assessment components for Special Education initial evaluations and reevaluations.

Liaison Responsibilities:
Serve as a Special Education liaison, which includes parent/guardian contact, scheduling of meetings, and completion of necessary paperwork for evaluations and Team meetings.

Participate in Team evaluation and review meetings for students on caseload. Write Individualized Education Programs (IEPs).

Collaborate with colleagues on building to building transition

Complete progress reports for all students, according to the schedule set by school and special education regulations.

Coordinate progress reports from all service providers.

Paraprofessionals:
Consult with special education paraprofessionals; Including planning, coaching, modeling.

Provide feedback and input regarding paraprofessionals to the Special Education Program Administrator/Building Principal

Communication/Consultation:
Consult with parents/guardians, classroom teachers, related service providers, school nurses, and paraprofessionals, regarding planning and students' program needs.

Consult with classroom teachers and special education paraprofessionals regarding accommodations and modifications.

Conduct parent/guardian/ teacher conferences during conference periods identified on the school calendar.

Communicate frequently with parents/guardians of students of caseload (e.g. email, telephone, etc.)

Participate in the school Open House for parents/guardians according to a schedule set each year.

Miscellaneous:
Participate in professional development opportunities to increase knowledge base and skills, as well as maintain licensure.

Attend and participate in department meetings.

Maintain the high level of confidentiality and professionalism expected of all faculty.

Perform other related tasks or duties at the discretion of the Assistant Director of Special Education and/or Principal.

Additional Information:
Master's Degree preferred
Massachusetts Licensure in Severe Disabilities (All Levels) preferred
SEI Endorsement
Teaching experience preferred
Successful completion of a Massachusetts Criminal Record Check (C.O.R.I.) and a National
Criminal Background Check including fingerprinting.

Salary/Benefits:
In accordance with BPS substitute rates; $275/day unlicensed, 10-91 days licensed $364.50/day, 92-179 days licensed, up to $381.40/day

Bedford Public Schools are committed to hiring, mentoring, and retaining a diverse staff. We are relentless in our efforts to bolster equity, in both academic and work spaces, by fostering a culture of belonging and ensuring our diverse employees and students have equitable access to the resources and opportunities needed to thrive � personally, professionally, and academically.

Rev 4/2/25