Westborough Public Schools is seeking a talented 

Board Certified Behavior Analyst (BCBA) 

to join our caring staff at Fales Elementary School (GK-3)

 

The Westborough Public Schools seek professionals who are excited to join a high-performing district where academic excellence, equity and wellness are our core values. 

• We are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families. 
• We educate approximately 4,000 students from Pre-K through age 22, from homes that speak almost 30 different languages. Our student population is approximately 54% Students of Color and 46% White students. 
• We support our passionate, dedicated, and highly skilled staff through ongoing collaboration to ensure their safety, health, sense of belonging, and professional growth. 

With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful global citizens.  

 

Job Title:  Board Certified Behavior Analyst (BCBA) 

Reports to: Principal and Student Services Coordinator

Department:  Special Education, District

Term: School year, 184 days

FLSA Status:  Exempt, Unit A

Salary Range: Unit A Salary Scale

 

Job Goal: 

The BCBA will provide support to individuals and their families by coordinating and providing services consistent with Applied Behavior Analysis, conduct functional data analyses and assessments, support the Team with behavior acquisition and reduction procedures, as well as adaptive life skills across a variety of settings.

 

The BCBA will provide ongoing support to students, parents and teachers as it relates to the implementation and documentation associated with Behavior Support Plans.

 

Qualifications: 

• Education: Master’s degree from an accredited college/university
   
• Professional Certification Required: 
• Massachusetts licensure as a Board Certified Behavior Analyst
  
  
• CORI, SORI and Fingerprinting: All appointments are conditional based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00

CORE COMPETENCIES: 

• Demonstrated competence in behavior management skill, instructional skills, oral and written communication, organizational skills and interpersonal relations
• Works with a variety of students in regard to age and functionality
• Knowledge of de-escalation strategies, programming and implementation
• Knowledge of CBT and/or DBT methodologies
• Trained in formalized Physical Management program such as Safety-Care
• Cultural proficiency
• Experience with English Language Learners in a diverse public school setting
• Successful completion of internship and/or formal training in the analysis of behavior and instructional strategies training related to working with clients who have pervasive developmental disorders including Autism and related disorders such as emotionally-based disorders, their parents, and other agencies working with the student

• Apply knowledge of current research and theory to instructional design with a demonstrated commitment to remain current in content knowledge 
• Partner and collaborate with team teachers, department colleagues, and specialists
• Communicate clearly and effectively, both orally and in writing
• Establish and maintain effective relationships with students, colleagues, and parents
• Creates a welcoming and supportive learning environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membership
• Assist in the development, facilitation, and follow-up training consistent with Applied Behavior Analysis methodologies, using both discrete trial training and natural environment training models of teaching
• Facilitate and assist in the development of resources and support information for students and their families and supports home assessment as warranted
• Provide model teaching and other direct instructional support including, but not limited to, class instruction and in-service instruction to other support professionals.
• Assist in the development and implementation of assessment tools, to conduct functional assessments and analyses when appropriate, and to develop appropriate behavior strategies to teach appropriate behavior and reduce maladaptive behaviors
• Provide ongoing consultation, support. and training to direct support professionals, paraprofessionals, and other individuals in support roles for students and families
• Ongoing training and modeling of paraprofessional staff in implementation of ABA principles and methodology
• Work with Special Educators and related services personnel to create data collection and progress monitoring systems to establish baseline and programmatic efficacy for all  students and support analysis of data on a frequent and ongoing basis to guide instruction and intervention.
• Collaborate with the Team in the development of behavior plans/treatment plans for students who require that level of support with a focus on teaching, replacement strategies and antecedent strategies for reducing problematic behavior(s).
• Work closely with the School Psychologists/Adjustment Counselors and school personnel as warranted to effectively support the clinical needs of students with emotional needs profiles.
• Participate and collaborate with the school Clinical Team to support the needs of all students
• Participate on the school-based Targeted Support Team (TST) by providing validation, consultation and support to faculty in supporting students’ needs
• Meet as needed with instructional TEAM to discuss ongoing issues and to provide support as needed. 
• Provide consultation services and to maintain ongoing communication with all constituents (other supports, parents, and community agencies).
• Attend continuing education courses to maintain BCBA certification are necessary.
• Maintain all data, paperwork, and communication between personal care staff and families, and to provide ongoing feedback to government related agencies that contract with such families.
• Perform other duties as assigned.

Supervisory Responsibilities

The BCBA does not have supervisory responsibilities for other staff, except to direct any paraeducators who may be assigned to his/her/their students.

 

Salary and Benefits

Salary, benefits, and responsibilities per contract between the Westborough School Committee and the Westborough Education Association.

The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.

 

Date Updated: 01/06/2026