Board Certified Behavior Analyst (BCBA)(LTS)

Anova Education; Woburn (MA); On-site; USD 64,000 - 69,000; Full time

Job summary

Woburn Public Schools is seeking a Board Certified Behavior Analyst (BCBA) for a long‑term substitute from Sept 8, 2026 through Nov 25, 2026. The BCBA will provide direct and consultative behavior analytic services, develop Behavior Intervention Plans, and deliver staff development on protocols, data collection, and progress monitoring.

Salary starts at $125 per day for the first 20 workdays; after day 21, pay rises to $346.55 (Bachelor’s) or $372.42 (Master’s) per day.

Qualifications

• Mandatory: BCBA certification.
• Strong interpersonal and communication skills with children and adults.
• Ability to collaborate with teams and provide staff training.

Responsibilities

• Consult with team on behavior plans, curriculum mods, and social skills.
• Oversee ABA paraprofessionals and participate in IEP meetings.
• Develop and oversee in-class behavior plans and assess progress.
• Conduct FBAs to develop Behavior Intervention Plans (BIP).
• Coordinate home-school communication and provide parent guidance.
• Deliver staff trainings and professional development.

Skills

Interpersonal skills

Clear written and spoken communication

Education

BCBA certification

Job description

Woburn Public Schools

Board Certified Behavior Analyst (BCBA)

Long Term Sub

September 8, 2026through November 25, 2026

Long-term substitutes are compensated at a daily rate of $125.00 for the first 20 workdays of an assignment. Beginning on the 21st workday, compensation increases to the applicable daily rate based on the substitute's educational qualifications: $346.55 per day for those with a Bachelor's degree or $372.42 per day for those with a Master's degree. This rate remains in effect for the duration of the assignment.

DEFINITION:

The Board-Certified Behavior Analyst (BCBA) shall be the employee member of the school staff designated by the Superintendent of Schools to provide direct and consultative behavior analytic, therapeutic, and evaluative services for diagnostic, prevention and intervening purposes. The BCBA will develop Behavior Intervention Plans for students with developmental and other disabilities including Autism Spectrum Disorder, and provide staff development on the implementation of protocols, data collection and progress monitoring techniques.

GOAL:

Under the supervision of district administration, the BCBA conducts descriptive and systematic behavioral assessments, including functional behavior assessment and functional analyses. The BCBA then provides behavior analytic interpretations of the result and actionable recommendations (if appropriate). The BCBA teaches others to carry out ethical and effective behavior analytic interventions based on published research and designs and delivers instruction in behavior analysis. Using evidence-based approachesand collaboration with teachers,the BCBA aims to support students’ overall academic well – beingwith the intent of improving their access to learning.

PREREQUISITE TRAINING AND EXPERIENCE:

• Mandatory: Certification as Board Certified Behavior Analyst (BCBA)

• Mandatory: Strong interpersonal skills and the ability to communicate clearly and effectively, both orally and in writing, with children and adults

DUTIES:

1. Consult with team members with regard to behavior plans, curriculum modifications, accommodations and social skills, and provide staff with resources, tools, and in-class modeling of techniques
2. Oversee and provide consultation to ABA Paraprofessionals and other school staff regarding programming and IEP implementation, and attend IEP meetings as determined by the Student Services Director and/or his/her designee
3. Assist in the development and oversee behavior plans for in – classroom implementation and assess progress of effectiveness of behavior plans and curriculum modifications for both general and special education students
4. The BCBA conducts appropriate Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP)
5. Communicate BIPs to relevant staff, provide appropriate professional development for successful implementation and monitor to ensure fidelity to BIPs
6. Coordinate communications between home and school with regard and provide consultation and recommendations to parents regarding behavior and social issues; provide home assessments, observations, or home services upon request
7. Work collaboratively with those who supervise, develop, and monitor home-based goals and objectives for students and parents
8. Assist in the coordination of transitions from Early Intervention Programs and community agencies to school programs
9. Engage in social – behavioral elements of annual IEP process (attendance at Team meetings, update of current performance data, development of goals/benchmarks, progress reports, annual summary, etc.) as needed
10. Conduct home and/or off-site visits for Home Assessments or to support students transition into the district or in other settings
11. Conduct parent consultation/trainings off-site and/or outside of school hours as necessary
12. Conduct trainings/professional development opportunities for district staff
13. Consult with outside agencies and providers outside of school hours and/or off-site to ensure wraparound supports to students in need
14. Support students in the Extended School Year (ESY program)
15. Alert the Student Services Coordinators and/or Director to issues/concerns regarding student progress
16. Alert the Student Services Coordinators and/or Director to issues regarding staff competence and document necessary retraining
17. Direct problematic concerns to Student Services Director in a timely manner
18. All other duties assigned by the Superintendent of Schools, Assistant Superintendents, Principal, and/or Director of Student Service.

Please note that salary placement is determined in accordance with your years of experience and level of education.

At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced. We believe that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer and a district member of Mass Partnership for Diversity in Education