Long-Term Substitute Board Certified Behavior Analyst (BCBA) for Grades 7 - 12

Millbury Public Schools; Massachusetts; On-site; USD 75,000 - 95,000; Full time

Job summary

Millbury Public Schools is seeking a collaborative, reflective BCBA for a long-term substitute role serving grades 7-12. The BCBA will lead behavioral assessments, develop individualized supports, and work with educators, families, and staff to implement proactive, evidence-based strategies.

The successful candidate will help create equitable learning environments, analyze data to guide interventions, and support students in building independence and learning power within the school community.

Qualifications

• Master’s degree in ABA, SPED, Psychology or related field.
• BCBA certification or eligibility to obtain within one year.
• At least three years of ABA experience with behavioral supports.
• Experience conducting functional behavior assessments and implementing behavior plans.
• Strong communication and collaboration with teams.

Responsibilities

• Conduct functional behavior assessments and develop evidence-based behavior support plans.
• Collect and analyze behavioral data to inform interventions.
• Collaborate with general and special educators, staff, and families to integrate supports.
• Provide coaching and professional learning to strengthen staff capacity.

Skills

Communication skills

Collaboration

Analytical skills

Interpersonal skills

Problem-solving

Education

Master’s degree in ABA/SPED/Psychology

Tools

Data analysis tools

Job description

VACANCY NOTICE: October 21, 2026 CLOSING: Until filled

Opening for the 2026-2027 School Year

Long-Term Substitute Board Certified Behavior Analyst (BCBA) for Grades 7 - 12

ABOUT MILLBURY PUBLIC SCHOOLS

Millbury Public Schools is committed to creating learning environments where every student is known, supported, challenged, and valued. Our work is grounded in a simple question: Who is in the Room?

We believe understanding who our students are, what they need, and what they bring to our classrooms is essential to creating equitable and meaningful learning experiences. We are committed to building systems, structures, and relationships that allow all students to experience success while supporting educators in meeting the diverse needs of learners.

We are seeking a collaborative, reflective, and student-centered BCBA who will partner with educators, administrators, families, and support staff to develop positive, proactive, and evidence-based behavioral supports. The successful candidate will see behavior as communication, use data to understand student needs, and work alongside staff to create environments where students can build independence, agency, confidence, and learning power.

DESCRIPTION

The BCBA provides behavioral consultation, assessment, programming, professional learning, and direct support to students and staff across Millbury Public Schools. The BCBA will lead and support the development, implementation, and monitoring of evidence-based behavioral interventions for students with disabilities, including students with autism and other complex learning and behavioral needs.

The BCBA will work collaboratively with special educators, general educators, instructional assistants, ABA technicians, administrators, related service providers, students, and families to ensure that behavioral supports are individualized, proactive, instructionally aligned, and responsive to student strengths and needs.

The successful candidate will contribute to a school culture in which behavioral support is not viewed in isolation, but as an integral part of student learning, belonging, independence, and participation in the school community.

GENERAL DUTIES & RESPONSIBILITIES

• Conduct functional behavior assessments and develop, implement, and monitor individualized, evidence-based behavior support plans.
• Collect and analyze behavioral data to evaluate student progress and inform intervention decisions.
• Collaborate with general and special educators, instructional assistants, ABA technicians, administrators, related service providers, students, and families to integrate behavioral supports into daily instruction and school routines.
• Provide consultation, coaching, modeling, and professional learning to strengthen staff capacity to support student behavior proactively.
• Support the development and implementation of IEP behavioral goals, accommodations, services, and supports.
• Participate in Student Support Teams and other multidisciplinary problem-solving structures.
• Maintain accurate, confidential documentation and ensure compliance with applicable laws, regulations, and professional standards.
• Travel between district schools and participate in required meetings, professional development, and safety training.
• Perform other duties as assigned by the Director of Pupil Services and/or building administration.

The successful candidate will approach behavior as communication, seek to understand each student's strengths and needs, and help build equitable, supportive environments where all students can grow in independence, agency, and learning power.

QUALIFICATIONS

• Master’s degree in Applied Behavior Analysis, Special Education, Psychology, or a related field.
• Current BCBA certification or eligibility to obtain certification within one year of employment.
• Minimum of three years of training and experience in Applied Behavior Analysis and behavioral support.
• Experience conducting functional behavior assessments and developing, implementing, and monitoring individualized behavior support plans.
• Demonstrated ability to analyze behavioral data, collaborate with multidisciplinary teams, and coach educators and families.
• Strong communication, organizational, problem-solving, and interpersonal skills.
• Knowledge of evidence-based behavioral practices, ethical standards, and applicable special education regulations.

PREFERRED QUALIFICATIONS

• Massachusetts Department of Elementary and Secondary Education special education licensure.
• Experience in public schools and inclusive educational settings.
• Pediatric CPR/First Aid certification and experience providing staff training or supervision.

SALARY

In accordance with the applicable Millbury Public Schools compensation provisions and the terms of employment.

PHYSICAL REQUIREMENTS

• The physical demands described are representative of those required to successfully perform the essential functions of the position.
• Ability to sit, stand, walk, talk, and hear for extended periods.
• Ability to move throughout school and classroom environments.
• Ability to use hands and arms for typical workplace and instructional activities.
• Ability to respond appropriately to students who may present a safety risk to themselves or others.
• Completion of required district training related to restraint prevention and behavioral safety.
• Ability to physically intervene with students in accordance with district policy and applicable regulations when necessary.
• Ability to occasionally lift or move materials or equipment as required by the position.
• Reasonable accommodations may be made where appropriate.

WORK SCHEDULE

Agreed-upon start date - end of the 2026-2027 school year.

Regular school hours as outlined in the Millbury Teachers’ Association Collective Bargaining Agreement.

Participation in required professional development and staff meetings.