Specialist; BTU), ABA Strand BCBA ; Anticipated ; SY

Specialist (BTU), ABA Strand [BCBA Required] (Anticipated Vacancy) (SY26-27) Job Description

This position is an anticipated vacancy, expected to be vacant by 06/30/2026. However, the current incumbent has a right to rescind their retirement, leave, or resignation up until the day of the expected vacancy date. Your hire will not be confirmed until the position is vacated, and you may start the year as a Long‑Term Substitute if the position does not become vacant by the start of the school year.

The BTU Specialist will provide support to students with disabilities enrolled in the ABA Strand and other students placed at risk within the school(s). The support services will be determined by the students’ needs 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.

• 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.

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.

• Accountability for Student Achievement: 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: 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.
• 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.