Thank you for your interest in joining our team! For more details on this position, please download the job description. If you have any questions regarding the application process, please email jobs@fifeschools.com.
6.5 hours per day/180 days per year.
Salary reflects 2025-26 school year
Benefit Information:
-Health insurance benefits for employees working 630 hours or more per year include medical, dental, vision, life, and long-term disability plans through the School Employees Benefits Board (SEBB). School Employees |Washington State Health Care Authority
-Retirement benefits provided through the WA State Department of Retirement Systems (DRS). State of Washington: Department of Retirement Systems
-The School Employees Benefits Board (SEBB) Program administers health insurance and other benefits for employees of Washington's school districts. The district will determine if the employee is eligible for SEBB benefits based on eligibility in WAC 182-31-040 and the employee's specific employment circumstances.
-Benefits Include: health, dental, vision, life and disability insurance, as well as paid sick leave for months that are eligible.
From PDF Description
TITLE: Behavior Support Technician BARGAINING UNIT: PSE
POSITION SUMMARY
The Behavior Support Technician plays a vital role in fostering a positive and supportive school
climate. This position provides direct assistance to students, teachers, and staff in addressing
behavioral and social-emotional challenges that impact learning. The technician helps develop,
implement, and monitor individualized interventions, reinforces school-wide expectations, and models
evidence-based strategies that promote student success and well-being.
ESSENTIAL FUNCTIONS/DUTIES:
● Provide individualized or small-group support to students with behavioral or
social-emotional needs.
● Assist in collecting, organizing, and analyzing data related to student behavior and
school-wide interventions.
● Support teachers in classroom management and implementation of behavior support
strategies.
● Use de-escalation, crisis intervention, and conflict resolution techniques to maintain
safety and order.
● Assist with training and coaching staff in Positive Behavioral Interventions and Supports
(PBIS) and other best practices.
● Model and demonstrate effective behavioral interventions, coach staff during
implementation, and offer constructive feedback.
● Accurately document and report behavior incidents in accordance with school policies
and procedures.
● Collaborate with teachers, administrators, and support staff to promote and sustain
school-wide positive behavior initiatives.
● Other duties as assigned
JOB REQUIREMENTS:
● Strong organizational skills with the ability to provide effective and positive leadership.
● Proven ability to problem-solve, mediate conflicts, and manage complex situations calmly
and professionally.
● Skilled in managing programs and collaborating with diverse teams.
● Flexible, adaptable, and able to work effectively in a dynamic environment with frequent
interruptions.
● Ability to establish and maintain positive working relationships with individuals from
diverse cultural and socio-economic backgrounds.
● Commitment to continuous improvement through self-reflection and implementation of
best practices.
● Regular, reliable, and predictable attendance is an essential requirement of this position.
MINIMUM QUALIFICATIONS.
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EDUCATION:
● High school diploma or equivalent required.
● AA or BA degree in education or related field (preferred)
● Current certification as a Board Certified Behavior Analyst (BCBA), Board Certified Associate
Behavior Analyst (BCABA) or eligibility for certification desired
EXPERIENCE:
● Minimum of two (2) years experience in public schools supporting student behavior.
● Demonstrated expertise in behavior support strategies.
CLEARANCES/CONDITION OF EMPLOYMENT:
● Current fingerprints on file with OSPI with results satisfactory to the district
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND
EQUITY:
● Knowledge/awareness of own cultural identity and how this influences behavior, and
desire to learn about the cultural identity of others.
● Ability to establish and nurture an environment that promotes cultural competence and
equitable treatment of staff, students, and patrons of the District.
● Ability to recognize that each person is a unique individual even as we celebrate their
group cultural heritage.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must
be met by an employee to successfully perform the essential functions of this job. Reasonable
accommodations may be made to enable individuals with disabilities to perform the essential
functions.
● While performing the duties of this job, the employee is regularly required to sit. The
employee frequently is required to use hands to finger, handle, or feel; reach with hands
and arms; and talk or hear. The employee is occasionally required to stand and walk.
● The employee must regularly lift and/or move up to 10 pounds and occasionally lift
and/or move up to 25 pounds. Specific vision abilities required by this job include close
vision, and ability to adjust focus.
WORK ENVIRONMENT: 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.
● Working under limited supervision following standardized practices and/or methods;
While performing the duties of this job, the employee regularly works in indoor conditions
and regularly works near video displays. The noise level in the work environment is
usually moderate.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include,
and are not intended to include, every possible activity and task performed by every specific employee. This job description is subject to
change at any time with or without notice.
CLASSIFICATION HISTORY
Updated: October 2025
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Fife School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age,
veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and
provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle
questions and complaints of alleged discrimination:
Title IX Coordinator: Lillie Torres, Executive Director of Human Resources, ltorres@fifeschools.com
Section 504/ADA Coordinator: Rachel Dickson, Executive Director of Student Services, rdickson@fifeschools.com
Address: Fife Public Schools: 1720 Oak Street, Milton, WA 98354
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