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

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.

The BTU Specialist will support students with disabilities enrolled in the ABA Strand and other students port 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.

• 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.

• 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.

• 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…