Specialist (BTU), ABA Strand [BCBA Required] (One Year Only) (SY26-27)

Young World Physical Education; Boston (MA); On-site; USD 55,000 - 75,000; Full time

Job summary

Young World Physical Education is seeking a Specialist (BTU) for a one-year position, supporting students with disabilities in Boston. This role demands a Board Certification as a Behavior Analyst (BCBA) and a Moderate or Severe Disabilities License.

The Specialist will provide tailored support services and collaborate with school staff to ensure effective educational outcomes. Candidates should be experienced in delivering services to students with disabilities and preferred qualifications include familiarity with urban school settings.

Qualifications

• Ability to deliver support services to students with disabilities.
• Experience working in urban public schools.
• Fluent in one of Boston Public Schools' official languages.

Responsibilities

• Provide specific support services collaboratively defined for students.
• Participate as a member of Service Teams and Evaluation Teams.
• Provide case management and liaison with other schools and providers.

Skills

Accountability for Student Achievement

Communicating Professional Knowledge

Equitable & Effective Instruction

Cultural Proficiency

Parent/Family Engagement

Professional Reflection & Collaboration

Education

Board Certification as a Behavior Analyst (BCBA)

Moderate or Severe Disabilities License from the State of Massachusetts

Master’s Degree in special education or related field

Job description

Specialist (BTU), ABA Strand [BCBA Required] (One Year Only) (SY26-27)

This vacancy is the result of a one-year long-term leave of absence. The educator on leave retains attachment rights to this position while on leave. Hired candidates may be excessed or non-renewed from the position for the following school year. Please keep in mind that the position is for one year only.

Job Description

The BTU Specialist will support students with disabilities enrolled in the ABA Strand and other students at risk. Support services will be determined by each student's needs and collaboratively developed with the Principal(s)/Head of School(s) and Office of Specialized Services (OSS).

Reports to: Principal(s)/Head of School(s) or OSE Program Director 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/Head of 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)/Head of 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 member of Service Teams and Evaluation Teams.
• Provide consultation and professional development to colleagues.

Core Competencies

• Accountability for Student Achievement
  • Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and their 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
  • 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
  • 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 and supports accessible to all students.
• Cultural Proficiency
  • Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.
• Parent/Family Engagement
  • 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
  • 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 support services to students with disabilities.
• Ability to meet the BPS Standards of Effective Practice as outlined above.

Qualifications – 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.
• Fluent in one of BPS’ official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali.

Terms

BTU, Group I

Equal Employment Opportunity Statement

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].