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

Boston Public Schools; Boston (MA); On-site; USD 50,000 - 70,000; Full time

Job summary

Boston Public Schools is seeking a BTU Specialist to support students with disabilities in the ABA Strand. You'll collaborate with staff to design support services tailored to student needs and participate in case management and evaluation teams. Required qualifications include Board Certification as a Behavior Analyst (BCBA) and a Moderate or Severe Disabilities License. Experience in urban schools and linguistic diversity are preferred. This helps create a supportive learning environment for all students.

Qualifications

• Experience delivering support services to students with disabilities.
• Ability to meet the BPS Standards of Effective Practice.
• Experience in urban public schools preferred.

Responsibilities

• Provide specific support services to students.
• Collaborate with school staff in service delivery.
• Participate in evaluation teams and case management.

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 an appropriately related field

Job description

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)/Head of School(s) and Office of Specialized Services (OSS).

Reports to: Principal(s)/Head of 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/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 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].