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 Special Education (OSE).

 

Reports to: Principal(s)/Head of School(s) or OSE Program Director (in certain schools) with support from OSE

 

Responsibilities

 

Core Competencies: Using the Rubric of Specialized Support Instructional Personnel (SSIP), the Office of Human Capital has identified priority skills and abilities that all BPS SSIP should demonstrate.  

 

  1. Accountability for Student Achievement

(II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice)

  1. Communicating Professional Knowledge

(I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development)

  1. 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)

  1. Cultural Proficiency

(II-C-1. Respects Differences, II-C-2. Maintains Respectful Environment)

  1. Parent/Family Engagement  

(III-A-1. Parent/Family Engagement, III-B-2. Collaboration)

  1. Professional Reflection & Collaboration

(IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation)

 

Qualifications - Required

  1. Board Certification as a Behavior Analyst (BCBA).
  2. Holds a Moderate or Severe Disabilities License from the State of Massachusetts.
  3. Experience delivering these support services to students with disabilities.
  4. Ability to meet the BPS Standards of Effective Practice as outlined above.

 

Qualification - Preferred

  1. Hold a Sheltered English Immersion (SEI) Endorsement and/or English as a Second Language (ESL) teaching license.
  2. Master’s Degree in special education or an appropriately related field.
  3. Experience in the Boston Public Schools.
  4. Experience working in urban public schools.
  5. 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 www.bostonpublicschools.org/ohc (under "Employee Benefits and Policies") 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 in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.