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

Boston Public Schools; Boston (MA); Presencial; USD 55 000 - 65 000; Tempo parcial

Vantagens oferecidas por esta oferta de emprego

Per diem pay

Resumo da oferta

Boston Public Schools seeks a BTU Specialist to support students with disabilities in the ABA Strand and other high-need learners. Reports to the Principal/Head of School with guidance from the OSS Program Director in certain settings.

Responsibilities include providing targeted supports, collaborating with educators and specialists, and delivering professional development. Requires BCBA, MA disabilities license, and experience with SPED students.

Qualificações

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

Responsabilidades

• Provide targeted support services for students in the ABA Strand and at-risk learners.
• Support individual students, small groups, and classes per IEPs/Service Plans.
• Collaborate with school leaders, teachers, coordinators, and OSS staff on service delivery.
• Provide case management and liaison with other schools and community providers.
• Participate in Service Teams and Evaluation Teams; offer professional development.

Conhecimentos

Experience delivering supports to SPED

Meet BPS Standards of Practice

Formação académica

BCBA

Moderate/Severe Disabilities License (MA)

Descrição da oferta de emprego

THIS IS A LONG-TERM SUB POSITION that is expected to start on 10/05/2026 and end on 05/05/2027. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (https://www.bostonpublicschools.org/old-homepage2/careers1/sub-central).

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

Reports to: Principal(s)/Headof 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/Headof 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)/Headof 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: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Resources has identified priority skills and abilities that all BPS SSIP should demonstrate.

1. Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

• Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning.
• Consistently defines high expectations for student learning goals and behavior.
• Assesses student learning regularly using a variety of assessments to measure growth, and understanding.
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately.

1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes.
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes.

1. Equitable & Effective Instruction

(II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge)

• Builds a productive learning environment where every student participates and is valued as part of the class community.
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation.
• Consistently adapts instruction, services, plans and assessments to make curriculum/ supports accessible to all students.

1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

1. Parent/Family Engagement

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

• Engages with families and builds collaborative, respectful relationships with them in service of student learning.
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home.

1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development.
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level.
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students.

Qualifications - Required

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

Qualification - Preferred

1. Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
2. Master’s Degree in special education or an appropriately related field.
3. Experience in the Boston Public Schools.
4. Experience working in urban public schools.
5. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Terms:BTU, Group I

Please refer to the BPS website for more information on salary and compensation. Salaries are listed by Unions and Grade/Step.

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

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at [e-mail].