Position Type:
Student Support Services/Board Certified Behavior Analyst
Date Posted:
6/1/2026
Location:
Middleton Public Schools
Date Available:
08/31/2026
Job Description
Position:Board Certified Behavior Analysis (BCBA)
Reports to:Principal, Assistant Superintendent of Student Services
Evaluated by:Principal, Assistant Superintendent of Student Services
Qualifications:
Master's Degree in Behavior Analysis and Special Education
Preferred: MA DESE License as a Special Education Teacher or Psychologist
Current BCBA endorsement, with at least 2 years experience as BCBA
Minimum 5 years Teaching experience of students with ASD
Strong Collaboration/ Consultation skills
Excellent organization skills
Excellent communication and presentation skills - both oral/ written
Extensive knowledge of Special education regulations/ LRE/ FAPE
Key Job Responsibilities:
TRAINING:
Teaching Staff, Support staff, Parents, in a variety of formats
Topics related to ASD, Social thinking and Behavior Regulation
Crisis Prevention and Intervention; Safety Care/QBS Trainer
ASSESSMENTS:
FBAs, BSP/BIP impact, Home Education Program need, Observation
PROGRAM DEVELOPMENT and OVERSIGHT:
ABA Programs
DTT Programs/lessons
IEP development, progress monitoring of select students/ sections of IEP
Home Education Program development and oversight
DATA COLLECTION/ANALYSIS:
Develops appropriate data collection tools, trains staff/parents on utilization, plans for and completes regular data analysis, summarizing and reporting
CONSULTATION: Staff, Administration, Parents
Specific Job Tasks:
Through a variety of methods (individual consultation, seminars, topic related trainings, etc.), the BCBA will actively work to increase the knowledge base of all staff working with assigned student caseload regarding the unique needs of these students.
To provide resources for teachers and support staff in assessment, instruction, curriculum modifications and the development of social skills, all aimed at improving the total educational experience for students with social thinking and behavioral regulation difficulties.
To observe target students in a variety of settings for purposes of both data collection and to provide consultation to educational team members, regarding curriculum, instruction and behavior programs.
To conduct FBAs and develop, with input from team and parents, appropriate BSPs or BIPs, including data collection forms, methods, and frequency of data summary/analysis.
To assess the need for discrete trial training for a target number of students. Develop the DTT programs and methods of data collection. Train the staff to implement the DTT programs and collect data. Regularly analyze and summarize the data. Update DTT programs as necessary based on the data analysis.
To provide guidance and training to appropriate staff in data collection methods/forms which can be reviewed regularly by the educator for purposes of documenting progress and informing instruction. BCBA will also ensure the data collection systems include protocols for data review, analysis, and production of summary reports, including graphing and narrative interpretation, and for select students and select goal areas, will provide the data interpretation and analysis directly.
To collaborate with Behavior Specialists and School Psychologists, to ensure students' behavioral and social needs are appropriately addressed within the school setting and assist with or is the primary author of writing progress reports to document progress towards relevant goals and objectives.
To participate in select Team meetings for the purpose of assessing student progress and developing or revising IEPs.
To provide pertinent data/ information to district administrators regarding ongoing and/or changing student needs for the purpose of school year and ESY-summer program and budget planning.
In conjunction with the child's Team, to facilitate the transition planning for assigned students with social thinking and behavioral regulation difficulties, from EI to Preschool, as well as grade to grade, building to building.
To conduct Home Education Program Assessments, make recommendations for program needs in this setting, and establish the specific programs/objectives to be targeted during a Home Education program and supervise home education providers in implementation of programs.
To assess the need for and develop/ lead a parent group (as needs determine) for the purpose of sharing information and support, and/or to provide training for parents.
To provide training for non-disabled peers with regard to understanding and assisting peers with social thinking and behavioral regulation difficulties.
To provide in-depth crisis prevention and intervention training to teams of staff in some schools.
Any/ all other duties assigned by the TTSU BCBA or Assistant Superintendent of Student Support Services related to the education of students with social thinking and behavioral regulation difficulties.
Compensation/ Work Day and Work Year:
-Contract/Salary to be individually negotiated; this position is NOT part of a collective bargaining unit.
-School Year contract plus the ESY Summer Program
-The work day will be 8 hours and will require some flexibility for start/end times, i.e.: some days may begin after the students have begun their school day and end in the late afternoon/early evening and other days begin early in the morning and end at the conclusion of an 8-hour work day.
FLSA Status: Exempt
Physical Requirements:
1. Mobility and Movement
Standing and Walking: Ability to stand and walk for prolonged periods (up to 6-8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
Reaching and Lifting: Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
Lifting and Carrying: Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
Bending and Kneeling: Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
Repetitive Motion: Use of hands and fingers for keyboarding, writing, grading, and manipulating materials.
2. Sensory Requirements
Visual Acuity: Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus (e.g., to read student work, observe students across a classroom, and monitor computer screens).
Hearing Acuity: Ability to hear and understand spoken directions at a conversational level, as well as the ability to distinguish and interpret sounds (e.g., a whisper, fire alarm, or distress calls from students) in a noisy environment.
Speaking/Verbal Communication: Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or auditorium setting.
3. Stamina and Duration
Sustained Energy: Ability to maintain a high level of energy and mental alertness throughout the entire school day, managing the physical and mental demands of teaching.
Sitting: Ability to sit for moderate periods to complete administrative tasks, planning, grading, or conduct small group instruction.
4. Safety and Emergency Management
Quick Response: Ability to physically respond quickly to emergencies, safety concerns, or unexpected physical demands (e.g., intervening in a student dispute, assisting an injured student, or performing emergency evacuation procedures).
Pushing/Pulling: Ability to push or pull classroom furniture or equipment as needed.
Salary Range $85,000-$87,000
