Specialist (BTU), ABA Strand [BCBA Required] (Long-Term Substitute) (SY2627)

Mildred Avenue K-8; Boston (MA); On-site; USD 28,000 - 37,000; Full time

Job summary

Boston Public Schools’ Mildred Avenue K-8 is seeking a BCBA-qualified Specialist (BTU) for the ABA Strand as a long-term substitute. The role supports students with disabilities and works with OSS to tailor services to student needs.

Role begins in October 2026 and runs through May 2027, with per diem substitute pay. Position reports to the Principal/Head of School with collaboration from the OSS Program Director.

Qualifications

• 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 BPS standards of effective practice.

Responsibilities

• Provide specific support services for students in the ABA Strand and at-risk students as defined collaboratively with school leadership and OSS.
• Provide support to individual students, small groups, and class groups as defined in IEPs or Service Team Action Plans.
• Collaborate with principals, teachers, coordinators, program directors and other staff for service delivery.
• 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.

Education

BCBA Certification

Massachusetts Class license: Moderate or Severe Disabilities

Job description

Specialist (BTU), ABA Strand [BCBA Required] (Long-Term Substitute) (SY2627)

Boston Public Schools Mildred Avenue K-8 - Boston, Massachusetts Open in Google Maps

Job Details

Job ID: 5930943
Application Deadline: Dec 01, 2026 11:59 PM (Eastern Standard Time)
Posted: Sep 17, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

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

• 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.
• 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.
• 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.
• 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.
• 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.
• 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

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

Qualification - Preferred

• Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
• Master’s Degree in special education or an appropriately related field.
• Experience in the Boston Public Schools.
• Experience working in urban public schools.
• 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] .

Position Type: Traditional

Job Categories:
Special Education > Autism
Special Education > Behavior Specialist / EBD
Special Education > Emotionally Disabled
Special Education > Learning Disabled
Special Education > Mentally Disabled
Special Education > Mild/Moderate Disabilities
Special Education > Multiple Disabilities

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Boston Public Schools, Office of Human Resources
• 2300 Washington Street
• Roxbury, Massachusetts 02119
• Email: [e-mail]

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