Long-Term Substitute BCBABehavior Specialist (Anticipated until)

Position: Long-Term Substitute - BCBA/Behavior Specialist

Position Type: Temporary Long Term Substitute

Department: Special Education

Location: Watertown Public Schools

Reports to: Principal

THIS IS A LONG TERM SUB POSITION that is expected to start on 10/20/25 and end on 06/17/25.

General Description:

Watertown Public Schools Office of Student Services seeks an exceptional Long-term Substitute BCBA/Behavior Specialist who is highly qualified and knowledgeable to join our community of teachers learners and leaders. The BCBA will provide consultation and support to substantially separate education teachers and other educational faculty and staff regarding behavior management strategies de-escalation techniques and forming implementing and monitoring Behavioral Intervention Plans and social pragmatics. Watertown Public Schools is a great place for those who seek to work in an environment that supports their creativity and innovation and respects their skills and abilities as a teacher.

Responsibilities:

• Collaborate and consult with substantially separate special education teachers
• Provide training and modeling for faculty and staff
• Implement and monitor Behavioral Intervention Plans
• Provide direct support to student in and outside of the classroom setting
• Support Social Pragmatics goals/self regulation
• Conduct Functional Behavioral Assessments (FBAs) as needed
• Interface with outside social service agencies and providers to support students
• Provide consultation and support to parents of children demonstrating challenging behaviors in school and/at home
• Demonstrates mastery of related subject matter instructional skills and resource materials for the course(s) taught.
• Maintains a safe organized space that supports students independent learning collaboration and choice.
• Utilizes a variety of effective instructional and management techniques.
• Provides a variety of assessments and uses assessments for planning and instruction
• Demonstrate preparation and skill in working with students from diverse cultural economic and ability backgrounds.
• Participate in appropriate professional activities.
• Participate in extracurricular activities such as social activities sporting activities clubs and student organizations as directed.
• Other duties as assigned.

Core Competencies: Using the Massachusetts Model System for Educators Rubric priority skills and abilities that all Watertown Public School teachers should possess:

Curriculum Planning and Assessment

(Subject Matter Knowledge Well-Structured Lessons Curriculum and Planning Indicator Child and Adolescent Development)

• Demonstrates mastery of and enthusiasm for the content area and the pedagogy it requires
• Can convey a grasp of child development and how students learn
• Designs effective and rigorous standards based units of instruction consisting of well-structured lessons with measurable outcomes.

Teaching All Students

(Meeting Diverse Needs Student Engagement Safe Learning Environment)

• Uses instructional practices that are likely to challenge motivate and engage all students and facilitate equitable active student participation
• Builds a productive learning environment where every student participates and is valued as part of the class community
• Cultural Proficiency
• Actively creates and maintains an environment in which students diverse backgrounds identities strengths and challenges are respected

Family and Community Engagement

(Parent/Family Engagement)

• Engages with families and builds collaborative respectful relationships with them in service of student learning
• Professional Reflection & Collaboration

Professional Culture

(Reflective Practice Professional Collaboration)

• Regularly reflects on practice seeks and responds to feedback and demonstrates self-awareness and commitment to continuous learning and development

Seeks to participate in and contribute to a collaborative adult learning community.

Qualifications:

• Ability to effectively work with students to prevent problem behaviors de-escalate behavioral episodes and re-integrate students into the instructional environment.
• Experience with Responsive Classroom and/or Restorative Approaches.
• Ability to effectively collaborate with and provide quality training to adults.
• Safety Care qualified with ability to apply techniques with students.
• Bachelors Degree in Special Education or related field required; Masters preferred
• DESE License in Special Education or related field required or a Board Certified Behavior Analyst certification
• Experience supporting students with behavioral challenges in a public school setting

Physical Demands:

• Regularly required to sit stand walk talk hear operate a computer hand-held learning devices and other office equipment reach with hands and arms and must occasionally lift and/or move up to 10 pounds.

Equal Opportunity Employer
Watertown Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race color religion national origin pregnancy gender identity sexual orientation marital/civil union status ancestry place of birth age citizenship status veteran status political affiliation genetic information or disability as defined and required by state and federal laws. Additionally we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Required Experience:

IC