Behavioral Intervention Specialist - Lincoln High School

Tacoma Public Schools

Expected

Start Date:

September 1, 2026

FTE: 1.0

Hours per day: 7.5

Salary Level: Based on preparation level and experience per TEA Collective Bargaining Agreement. Range is $73,549 (BA+0 step
1) through $144,248 (MA+90 step 20)

Union/Days per year: Teacher, 182 workdays, 10-month

Benefits: This job has the full range of benefits offered by Tacoma Public Schools.

This position provides guidance, support, and training to students, parents and respective school staff with the implementation of best practices for the learning needs of students with disabilities; provides job-imbedded professional development for teachers and para educators to support student behavior and learning in general education classrooms; assists in the development and implementation of District curriculum and professional development plans to provide a uniform approach to inclusive teaching based on research and best practice.

• Serves as a member of the District and Special Education department instructional support team.
• Responds to inquiries from District staff concerning materials, curriculum implementation, curriculum integration, transition plans, assistive technology, and special projects.
• Maintains knowledge of educational trends and research; provides information to District staff regarding current trends; instructs, as necessary, with writing and supporting intervention plans for academic, social, emotional and/or communication needs, with differentiated instruction and alternative assessments.
• Develops and conducts in-service training to effect change and improvements in the District curriculum delivery; demonstrates effective instructional delivery; coaches and models good instructional practices for the curriculum and instructional tools adopted for use with students who have emotional, behavioral, and social disabilities; supervises students in lunchroom, in hallways, on school grounds, and in any program held at the school under school district sanction.
• Assists in the development and implementation of District curriculum and professional development plans to provide a uniform approach to inclusive teaching based on national professional learning standards.
• Contributes to the development of course descriptions in assigned content area, grade level expectations and curriculum guides.

• Maintains knowledge of current state and federal disability legislation; enhances personal knowledge through participation in case conferences, in-service training, professional organizations, meetings and ongoing program and theoretical research in the field of behavior management.
• Attends District meetings as requested; participates in local, regional and national associations, as directed.
• Performs related duties as assigned, on a temporary basis.
• Regular, reliable, predictable, attendance or physical presence is an essential job requirement and critical to the performance of the work.

Required to travel to District sites and/or schools; may be required to work flexible hours and flexible calendar; may be required to work outside of the District; may be required to work with and defuse difficult and sensitive situations; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile.

Bachelor’s degree in education with appropriate educational endorsement and experience in counseling students and families; three years successful teaching experience;
Master’s degree or equivalent is preferred; experience in more than one grade level preferred; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work.

• Valid Washington State teaching certificate.
• Valid Washington State driver’s license and access to personal transportation.
• Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance.

• Knowledge of Federal, State and District rules and regulations regarding services to students with disabilities.
• Knowledge of inclusive practices…