EDUCATIONAL INTERPRETER
QUALIFICATIONS:
- High School Diploma/GED
- Meet Washington State Professional Educator Standards Board (PESB), Office of Superintendent Instruction (OSPI), Washington state requirements: Pass EIPA Written Test and EIPA score of 4.0 or higher OR Pass EIPA Written test and (RID) National Interpreter Certification OR PESB-Approved Alternatives
- Meet ESSA Requirements
- Excellent human relations and interpersonal skills
- Strong Computer Skills
- Excellent verbal and written communication skills
- Experience working with Deaf and Hard of Hearing (D/HH) students with varying communication needs within the public school setting (preferred)
POSITION INFORMATION:
- 181 days per year (includes 10 holidays)
- 6.5 hours per day
- PSE of Forks Salary Schedule, Educational Interpreter (MOU)
JOB DESCRIPTION
Quillayute Valley School District
LANGUAGE FACILITATOR FOR THE DEAF/HARD OF HEARING
Purpose Statement
Under the direction of the Special Education Administrator, the Educational Interpreter provides sign language interpretation, transliteration, and communication access support for deaf, deaf-blind, hard of hearing, and other students requiring language access in the classroom and related educational settings. The interpreter facilitates communication between students and teachers, peers, and district staff while ensuring access to grade-level instruction and participating fully in required classroom activities.
This position supports the district’s compliance with state and federal accessibility laws including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act (ADA), as well as state interpreter performance standards set by the Professional Educator Standards Board (PESB) .
This job reports to the Principal
Essential Functions
- Assists with communication access strategies as identified in the student’s IEP or as directed by certificated staff, educational team, or in consultation with other direct service personnel for the purpose of meeting the educational and access needs of d/hh students.
- Attends meetings (e.g., IEPs, trainings, team meetings) for the purpose of conveying and receiving information. When appropriate, and as determined by the district, a neutral or outside interpreter will be requested for meetings requiring impartiality (e.g., disciplinary meetings, IEP meetings, parent conferences)
- Confers and plans with the educational team to prepare for interpreting for the purpose of meeting the educational and access needs of d/hh students.
- Interpret state testing if and when appropriate following IEP and in accordance with OSPI
- accommodation guidelines for the purpose of meeting the educational and access needs of d/hh students.
- Interprets as delineated by the student's IEP for the purpose of meeting the educational and access needs of d/hh students.
- Interprets information presented in instructional and school-related settings as required by the student’s IEP and within the interpreter’s professional scope of practice.(e.g. lectures, announcements, discussions, assemblies, etc.) for the purpose of providing student access to the services and activities provided by the school district.
- Provides services in accordance with the National Association of Interpreters in Education (NAIE) Professional Standards and Guidelines and applicable district policies. for the purpose of providing ethical and effective services for assigned student(s).
- Maintains confidentiality for the purpose of maintaining student privacy.
- Maintains satisfactory and harmonious working relationships with the public, students, and other employees for the purpose of meeting the educational and access needs of d/hh students.
- Participates as part of the IEP instructional team and work collaboratively with other team members for the purpose of meeting the educational and access needs of d/hh students.
- Provides access to the student's school day, which may include testing time, clubs, or independent work for the purpose of providing student access to the services and activities provided by the school district.
- Reports incidents and observations (e.g. suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to district, state, and federal regulations.
- Requests assignment of an outside or neutral interpreter in coordination with administration for disciplinary meetings, IEP meetings, parent-teacher conferences, and other occasions when a neutral/outside interpreter would be better suited for the purpose of providing ethical and effective services for assigned student(s).
- Supports communication and collaboration between general education and deaf education classrooms, students, the school, and deaf community for the purpose of meeting the educational and access needs of d/hh students and as appropriate to the interpreter role, without assuming supervisory, advocacy, or administrative responsibilities
Other Functions
- Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
- Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
- Perform related duties as assigned that are consistent with the interpreter role and classified bargaining agreement.
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: effective sign language interpretation and/or transliteration in educational settings; administering basic first aid as required by district policy; operating standard office equipment and utilizing relevant software applications; preparing for interpreting assignments; and preparing and maintaining accurate records related to assignments and schedules.
KNOWLEDGE is required to read and interpret a variety of materials; write documents following prescribed formats; communicate information clearly to others; and apply practical problem-solving skills related to assigned duties. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: understanding interpreter ethical standards and professional boundaries; familiarity with school environments and procedures; confidentiality requirements (including FERPA); basic office methods and practices; and concepts of grammar and punctuation.
ABILITY is required to manage assigned interpreting schedules and activities; gather, organize, and maintain job-related information; and use job-related equipment and technology. Flexibility is required to work collaboratively with others in a wide variety of educational settings; adapt to varying communication needs; and follow established procedures. Ability is also required to work effectively with individuals and groups from diverse backgrounds; respond appropriately to changing work priorities; and maintain professional conduct in environments with frequent interruptions. Independent judgment is required to apply established guidelines, ethical standards, and district procedures within the interpreter’s scope of practice.
Responsibility Responsibilities include: working under general supervision using established practices and methods. Utilizes resources from other work units as necessary to perform job functions, operating within a defined budget. Work impacts student access to educational services and requires adherence to district procedures and professional standards.
Working Environment The usual and customary methods of performing the job functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 30% sitting, 20% walking, and 50% standing. The job is performed in a generally hazard free environment
Experience Job related experience with increasing levels of responsibility is desired. Member of RID, NAIE preferred. Demonstrated involvement and on-going extensive contact with the deaf and hard of hearing community.
Education High School diploma or equivalent. Successful completion of a recognized Interpreter Training Program preferred. Equivalency None Specified Required Testing Certificates & Licenses
EIPA with 4.0+ or RID certified or PESB-approved alternatives
Required EIPA written passed required
Employees not fully certified must demonstrate satisfactory progress toward PESB-approved certification within the timelines established by the state.
Valid Driver's License & Evidence of Insurability
Registry of Interpreters for the deaf, Inc. (RID) Certification preferred.
Meet ESSA Requirements
Continuing Educ. / Training Clearances
Maintains Certificates and/or Licenses Pre-employment Proficiency Test None Specified Continuing Educ. / Training Clearances Maintains Certificates and/or licenses Fingerprint/Background Clearance FLSA Status Approval Date Salary Grade Non Exempt