About this opportunity
Young World Physical Education lists this Specialist (BTU), ABA Strand [BCBA Required] (Anticipated Vacancy) (SY26-27) opportunity in boston, Massachusetts. Review the employer’s description below for duties, qualifications and application requirements.
Job description
Specialist (BTU), ABA Strand (BCBA Required) (Anticipated Vacancy) (SY26-27)
Boston Public Schools Dr. Albert D. Holland High School of Technology - Boston, Massachusetts Open in Google Maps
Job Details
Job ID:
Application Deadline: Dec 01, :59 PM (Eastern Standard Time)
Posted: Aug 10, 2026 4:00 AM (UTC)
Starting Date: To Be Determined
Job Description
This position is an anticipated vacancy. It is expected to be vacant by 08/31/2026. 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 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
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
(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 .
Position Type: Innovation
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
At least 1 year(s) of relevant experience preferred.
Master degree preferred.
Citizenship, residency or work visa required
Contact Information
Boston Public Schools, Office of Human Resources
2300 Washington Street
Roxbury, Massachusetts 02119
Email:
Map
The content you submit, offer, contribute, attach, post, or display (each a “Submission”) will be viewed by other users of the service who may or may not be accurately representing who they are or who they represent. Do not include any sensitive data in your submissions. Any submission or any use or reliance on any content or materials posted via the service or obtained by you through the use of the service is at your own risk. “Sensitive data” for purposes of this section means social security or other government-issued identification numbers, medical or health information, account security information, individual financial account information, credit/debit/gift or other payment card information, account passwords, individual credit and income information or any other sensitive personal data as defined under applicable laws.
#J-18808-Ljbffr
Worksite address
boston, MA, 02298, US
Who can apply
Review the original listing for work authorization, qualifications and employer requirements.