JOB SUMMARY

The sign language interpreter is responsible for providing educational interpreting services to deaf/hard of hearing student(s), for accommodating the communication needs of students who are deaf/hard of hearing as determined by the IEP team, and for providing other forms of educational assistance to the student(s) as necessary based on the specific needs of the student(s). Serve as the conduit between the student(s) and those they interact with throughout their day. Also, provide after-school services should they need it.

 

ESSENTIAL JOB FUNCTIONS:

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Lead and participate in all communications tasks required to assist deaf/hard of hearing students;
• Provide interpreter services for students in general education and/or special education setting, including sign language interpreting, sign language transliterating, cued speech/language transliterating, oral transliterating, and transcription services;
• Provide voice interpreting as needed;
• Provide interpreting for school functions outside of the classroom during school hours;
• Interprets at the appropriate language level, which may mean modifying the teacher’s language to better scaffold the student’s learning. Any modifications should be discussed with the educational team, including the regular education classroom teacher and teacher of the hearing impaired;
• Ensure implementation of IEP accommodations;
• Provide information to teachers, deaf/hard of hearing students, and parents about interpreting services;
• Act as a liaison to promote positive relationships and full school participation between deaf/hard of hearing student(s), teachers, peers, and school staff as needed and appropriate;
• Interpret all auditory and visual information, including instructions, discussions, questions and answers, interruptions, and messages on public address system; interprets movies, slides, student presentations, and other audio-visual presentations;
• Consult with students’ case manager and classroom teacher(s) as needed to improve interpreting services to assignment student(s);
• Assist with the collection and correlation of materials used in both the regular and special education classrooms;
• Assist in maintaining equipment used in the classroom;
• Work closely with the teacher of the deaf and hard of hearing and follows his/her recommendations and directions for enhancing the performance of the deaf/hard of hearing student(s);
• Assist in assessing the classroom environment and developing strategies with the special education and general education teachers to enhance the performance of the deaf/hard of hearing student(s);
• Attend and/or provide input for IEP team meetings as needed;
• Assist general education and special education teacher to the extent appropriate given the interpreting demands of the student(s) to whom assigned; and
• Performs other related duties as assigned.

 

MINIMUM REQUIREMENTS TO PERFORM WORK:

• High school graduate or equivalent;
• Minimum of a Virginia Quality Assurance Screening (VQAS) Level III, RID certified interpreter, a TECUnit certified translator, or a passing score on the Educational Interpreter Performance Assessment (EIPA) written test and a minimum score of Level 3.5 on the EIPA Performance test;
• Or equivalent training, education, and/or experience.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Proficient in sign language interpreting.
• Demonstrate skills in language and vocabulary of academics, abstract thinking, and a working knowledge of the developmental changes that occur in students in kindergarten through grade 12.
• Comprehensive understanding of deaf culture.
• Ability to establish and maintain positive working relationships with deaf/hard of hearing students and staff.
• Ability to maintain confidentiality.
• Ability to communicate effectively, both orally and in writing.
• Ability to maintain professional boundaries with students, parents, and other staff members.
• Ability to attend professional development opportunities to improve skills.

SPECIAL REQUIREMENTS:

None

 

PHYSICAL DEMANDS:

Work is typically performed through frequent walking, standing, stooping, lifting, up to approximately 40 pounds, and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Other limited physical activities are required. Frequent walking within the school environment, including outside on playground and bus area. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities.

 

WORK ENVIRONMENT:

Work environment exposes the employee to inside and outside environmental conditions. Regular contact with staff members. Timely and regular attendance is an expectation of performance for all CCPS employees. To ensure adequate staffing, positive employee morale, and to meet expected productivity standards throughout the organization, employees will be held accountable for adhering to their workplace schedule.

 

EVALUATION:

The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.