ABA - Based Substantially Separate Teacher Communication Program

ABA-Based Substantially Separate Teacher Communication Program

Job Goal: To provide high-quality, individualized instruction and behavioral support to students, primarily with autism, in a substantially separate classroom setting, using the principles of Applied Behavior Analysis (ABA). The teacher will promote student growth in academic, social, and behavioral domains while working collaboratively with a multidisciplinary team.

Qualifications Preferred:

• Valid Massachusetts teaching license in Severe Disabilities (All Levels) preferred; candidates with Moderate Disabilities licensure will also be considered if the candidate possesses relevant experience and qualifications aligned with the needs of the program.
• Bachelor's Degree required; Master's Degree preferred
• Sheltered English Immersion (SEI) Endorsement required for core academic teachers in Massachusetts
• Knowledge and experience in Applied Behavior Analysis (ABA)
• Experienced with discrete trial teaching, incidental teaching, and small group instruction
• Experience developing and implementing Behavior Intervention Plans (BIPs)
• Strong data collection and analysis skills related to IEP goals and behavioral progress
• Proficient in writing measurable IEP goals and progress reports
• Ability to manage daily classroom schedules for both students and paraeducators
• Experience coaching and modeling instructional strategies for paraeducators
• Strong collaboration skills with related service providers (OT, Speech, PT, BCBA)
• Demonstrates flexibility, professionalism, teamwork, and dedication to students
• Familiarity with Infinite Campus and Google Suite preferred

Reports to: Building Principal

Work Year: School Year (184 days)

Salary/Benefits: Consistent with the negotiated educator salary schedule

Performance Responsibilities:

• Design and implement individualized instruction based on student IEPs using ABA methodologies
• Develop, monitor, and adjust Behavior Intervention Plans in collaboration with the BCBA
• Provide discrete trial training, incidental teaching opportunities, and differentiated instruction to meet students' unique learning needs based upon their IEPs
• Maintain a structured and supportive classroom environment conducive to learning
• Collect and analyze data on academic and behavioral goals; use data to inform instruction
• Write and update IEPs, including measurable objectives and quarterly progress reports
• Supervise, support, and schedule paraeducators assigned to the classroom
• Model instructional and behavioral strategies and provide ongoing coaching to paraeducators
• Collaborate with service providers and attend team meetings to support integrated service delivery
• Communicate regularly with families and team members regarding student progress
• Ensure compliance with all special education regulations and school district policies