FRAMINGHAM PUBLIC SCHOOLS
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Applied Behavior Analyst (ABA)
Hemenway Elementary School
2026-2027 School Year
Position Summary
The Applied Behavior Analyst (ABA) is responsible for providing evidence-based Applied Behavior Analysis (ABA) interventions to children with Autism Spectrum Disorders (ASD) and other developmental delays, as well as assisting the Board Certified Behavior Analyst (BCBA). They will work collaboratively with a multidisciplinary team to develop and implement individualized treatment plans, collect and analyze behavioral data, and track progress toward established goals pertinent to a student's Individualized Education Plan (IEP). This commitment aligns with Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.
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OUR MISSION
Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community’s rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.
Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.
About Framingham
Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.
A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.
Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Massachusetts License In
Registered Behavior Technician (RBT) certification is preferred. Safety Care Certification (or a willingness to complete our district-led sessions).
Training And Experience
Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.
Educational Requirement: A Bachelor's degree from an accredited college or university in Education, Psychology, or a related field is preferred. Candidates currently enrolled in BCBA graduate programs are ideal for this position. Professional Experience: Two (2) to three (3) years of supervised ABA training and experience using ABA methodologies, preferably in a public school setting, with students on the Autism spectrum. Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is encouraged.
Skills And Ability
To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:
Clinical Intervention & Support: Ability to utilize various foundational ABA interventions such as reinforcement procedures, prompting, shaping, and chaining. Data-Driven Decision Making: Proficiency in creating structured data collection sheets, analyzing behavioral logs, and tracking progress toward targeted objectives outlined in IEPs or Behavior Intervention Plans (BIPs). Instructional Modeling: Ability to model 1:1 direct teaching instruction effectively, including discrete trials, incidental teaching, and immediate behavioral interventions. Skills Generalization: Ability to assist students in successfully generalizing newly acquired behavioral and academic skills within general education settings. Team Collaboration: Ability to work effectively within multidisciplinary teams, collaborating closely with parents, teachers, therapists, and administrators to ensure a cohesive treatment approach. Coaching & Training: Capacity to provide ongoing, entry-level training and practical support to caregivers and educators on foundational ABA principles under BCBA guidance. Compliance & Record-Keeping: Rigorous attention to maintaining accurate, highly detailed, and confidential records of clinical interventions, progress notes, and data matrices. Communication: Ability to communicate clearly and concisely to diverse stakeholders, translating behavioral observations into clear updates for TEAM meetings. Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families. Professionalism & Clinical Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure, resilience, and objective judgment when handling student behavioral challenges.
Essential Duties And Responsibilities
The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.
I. Clinical Intervention & Programming Implementation
Utilizes various core ABA interventions, including specific reinforcement procedures, prompting protocols, shaping, and chaining techniques. Models 1:1 direct teaching instruction, executing precise discrete trials, incidental teaching, and real-time behavioral interventions. Implements individualized ABA treatment plans based on the principles of Applied Behavior Analysis under the direct supervision of the assigned BCBA. Focuses consistently on ensuring that all behavioral programs and structural interventions are being taught uniformly across school settings.
II. Assessment, Data & IEP Support
Assists the supervising BCBA in completing comprehensive assessments (e.g., Functional Behavior Assessments) to accurately identify student strengths, deficits, and target behaviors. Creates structured data collection sheets and meticulously tracks data regarding the specific goals and objectives outlined in a student's IEP or BIP. Prepares progress data, updates student profiles, and actively attends individual TEAM meetings to share objective behavioral metrics and IEP updates. Maintains accurate, organized, and detailed records of daily interventions, progress clinical notes, and tracking metrics.
III. Consultation, Coordination & Inclusion
Assists students with special needs in generalizing critical social and behavioral skills within general education classrooms and less structured environments. Collaborates daily with parents, classroom teachers, specialized therapists, and fellow school professionals to secure a cohesive, unified treatment approach. Partnering with the BCBA, provides ongoing baseline training, strategies, and instructional support regarding ABA methodologies to school caregivers and educators.
IV. Professional Responsibilities and Development
Commits to ongoing professional development, staying current with evidence-based practices, recent research updates, and antiracist pedagogical frameworks in Applied Behavior Analysis. Contributes to the school community by participating in staff meetings, serving on committees, and supporting inclusive student programming as directed.
Other Duties As Assigned.
PHYSICAL WORKING CONDITIONS
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction.Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.
REPORTS TO
Director of Special Education (and/or designee).The performance of this job will be evaluated in accordance with the Framingham Educational Support (Unit T) Contract.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
This position is classified as Non-Exempted (Hourly).
TERMS OF EMPLOYMENT
Covered under Educator Association of Framingham (Unit T) Contract)Work Year: 185 days (Ten-Months)The District reserves the right to transfer personnel as needed.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.
The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.
Revised 2026