Primary Purpose:

Serve as a member of the educational team who acts as a communication link between Deaf and Hard of Hearing students and their peers, teachers and school staff members who provide instruction and direction to the student. Act as facilitator of communication between the students and the mainstream teachers by providing a complete auditory link for students when appropriate and possible. The work requires flexibility to meet changing and unforeseen situations, sensitivity in balancing the need for information and privacy, working largely independently and reporting to the principal or AI Teacher if problems arise. The interpreter will also assist in planning and implementing the students’ Individual Educational Plan (IEP).

Minimum Qualifications:

Education/Certification:             

High school diploma or GED equivalent (Recognized by the Texas Education Agency or regional accrediting agency)

Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by employee.

Interpreter certification granted by RID, BEI and/or EIPA

Knowledge/Skills:

Ability to work with children with disabilities

Ability to interpret in an education setting (at all levels)

Ability to interpret/transliterate ARDs and assessments

Ability to maintain confidentiality

Ability to work effectively with others and follow verbal and written instruction

Ability to communicate effectively

Knowledge of general office equipment

Experience:

Minimum of one year experience interpreting in an academic setting preferred

Some experience working with children

Major Responsibilities and Duties:

(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required)

Professionalism

The Educators' Code of Ethics is set forth in Texas Administrative Code to provide rules for standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community.

• Rule §247.1 Purpose and Scope; Definitions
• Rule §247.2 Code of Ethics and Standard Practices for Texas Educators

Instructional Management

The interpreter promotes improvement of instruction through activities such as the following:

• Interpret all formal education settings where facilitation of communication is needed.
• Interpret/Transliterate all voice, all communication/discussion between students and teachers.
• Render the message faithfully, conveying the content and spirit of the speaker, using Signing Exact English 2, American Sign Language, etc.
• Discuss major difficulties with the educational team responsible for the student’s educational programs.
• Provide supervision and communication for students during non-academic times as needed for safety.
• Encourage student participation during interactions with peer groups and teachers.
• Perform assigned tasks under the general supervision of a certified teacher or teaching team.
• Be familiar with and follow student’s IEP goals to work with education team in providing services.
• Assist the teacher in implementing the educational program by working with individual students or small groups on specifically designed programmed or precise units of instruction.
• Assist in establishing and maintaining high standard of student conduct by following the steps of the behavior management plan.
• Interpret lectures, discussions, questions, and answers so that individuals or groups of students who are deaf or hard of hearing may participate in classroom and extracurricular activities.
• Perform voice interpreting by converting and verbalizing manual signs for the teacher.
• Establish, in conjunction with the teacher, a physical setting within the classroom for communication interaction.
• Meet with the classroom teachers on a regular basis in regard to the communication needs of the students.
• Prepare for interpreting assignments by studying content areas, lesson plans, outlines, etc.
• Assist in the preparation, use and care of instructional materials and educational media specific (to include communication devices).
• Escort students to various areas on campus as needed to provide access to communication.
• Monitor student understanding and comprehension of materials, directives and assignments.
• Provide a positive, calm and consistent learning environment for students.

Organization Improvement

The interpreter promotes efforts to improve the school or organization through activities such as the following:  

• Provide orientation and assistance to substitute teachers.  

Professional Growth and Development

The interpreter participates in professional growth and development through activities such as the following:

• Attend all required campus, district meetings.
• Participate in professional improvement activities. 
• Participate in staff development training programs and faculty meetings.
• Participate in assigned events to improve job performance.  

Qualities of Effective Interpreter

The interpreter exhibits qualities such as the following:

• Exhibit poise, self-control, and accept constructive criticism.
• Exhibit a positive attitude toward others.
• Treat other staff with respect and dignity.
• Interact with others effectively and respond to customer needs in a courteous, respectful manner.
• All phone calls and emails are answered within 24 hours of receipt. 
• Maintain confidentiality. 
• Work collaboratively with the Department of Special Education to develop a common vision of excellence and to ensure attainment of team, department, and district goals.

Supervisory Responsibilities:

• None

Equipment:

• Wheelchair lift, ramp, personal computer, copier, audiovisual equipment, laminating machine, telephone, and other equipment associated with the position.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:  

• Work with frequent interruptions
• Maintain emotional control under stress.
• Repetitive hand motion; moderate standing, stooping, bending, and lifting; locations include classroom, labs, auditorium, gym, playing fields as required; occasional in-district travel in personal automobile.
• Move stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment.
• Work with frequent interruptions and maintain emotional control under stress.
• Frequent standing, stooping, bending, kneeling, pushing and pulling, regular heavy lifting of students (must be able to lift at least 50 pounds).
• Biological exposure to bacteria and communicable diseases.
• Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination vibration.
• Occasional exposure to: biological hazards (communicable diseases, bacteria, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces.
• Work irregular hour and extended work hours to include holidays and weekends.
• Occasional district wide and statewide travel.  

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.