Educational Interpreter (Hearing Impaired)

Nature of Work:

     Under the supervision of the Director of Exceptional Children and the School Administrator, the Educational Interpreter/Transliterator I is responsible for transliterating/interpreting in the classroom or at school-related activities for students who are deaf or hard of hearing. Daily directions are provided by the general education teacher and/or the teacher of the deaf.  Limited supervision is provided.

Requirements:

• Educational Interpreter/Transliterator I working with sign language requires a minimum of 3.5 on the Educational Interpreter Proficiency Assessment (EIPA) and a minimum of a high school diploma.
• Person serving as Educational Interpreter/Transliterator I must annually complete 20 hours of training related to interpreting that has been approved by the local education agency.
• Educational Interpreter/Transliterator I working with cued speech requires a minimum of Level 3 on the State Testing, Evaluation and Certification Unit (TEC Unit) Assessment and a minimum of a high school diploma.

Expectations:

• Facilitates communication between the student and  peers and the student and adults in the school environment.
• Studies the content of the lessons prior to class to ensure accurate representation of the lesson.
• Tutors students who are deaf or hard of hearing under the direction of the teacher.
• Provides feedback to teachers upon request.
• Consults with teachers should problems arise.
• May teach beginning sign language to students or staff.
• Serves as a liaison to promote positive and cooperative relations with the school environment.

Knowledge, Skills and Abilities:

• Competence in the communication modality used by the student who is deaf or hard of hearing.
• Competence in English grammar, including syntax, spelling and punctuation.
• Working knowledge of typical language development.
• Strong interpersonal skills in relating to students and adults.
• Working knowledge of subjects being interpreted.
• Understanding of deafness and its impact on language development.
• Skill in expressive transliterating/interpreting at a rate commensurate with conversational speech and class lectures.
• Adequate reverse interpreting/transliterating skill while maintaining the integrity of the message.
• Ability to work as a part of an Individualized Education Program team.

REPORTS TO:  Principal

FSLA STATUS: Non-Exempt

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job.