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General Statement of Job
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- The Educational Interpreter’s/Transliterator’s function is to facilitate communication between deaf and hard of hearing students and various personnel involved in the students’ education through the process of interpreting/transliterating. The Educational Interpreter/Transliterator is employed to provide deaf and hard of hearing student’s equal access to communication. Educational Interpreters/Transliterators, as professionals, shall adhere to the Registry of Interpreters for the Deaf (RID) Code of Ethics.
- Daily directions are provided by the special education teacher and /or the teacher of the deaf. The employee directs any concerns regarding job function or student performance to the appropriate staff members. The employee reports to the teacher of the deaf and hard of hearing and the Director of Exceptional Children.
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Essential Job Functions
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The Educational Interpreter/Transliterator (I/T) is responsible for each of the following:
- Interpreting/transliterating according to the specifications of the student’s Individualized Education Plan (IEP);
- Conferring regularly with classroom teachers to obtain new instructional material in advance in order to insure quality interpreting/transliterating services;
- Utilizing planning time to prepare for demanding course material (teacher’s lecture, videotapes, tests, etc.) as necessary for successful interpreting/transliterating;
- Setting up a physical setting for the most successful interpretation (e.g., determining the best physical arrangement for the I/T in relation to the teacher’s presentation style and movement within the classroom, etc.);
- Educating consumers as needed (e.g., training students in the effective use of
- interpreters/transliterators, in-servicing teachers, referring people to other information sources);
- Demonstrating professional development by attending interpreter/transliterator training provided by Stanly County Schools and other outside professional organizations in order to maintain and improve skills, knowledge, and performance;
- Demonstrating professionalism in all interactions with administrators, teachers, staff, parents, and students;
- Participating in meetings with the educational team to provide input in the IEP development/review pertaining to the deaf and hard of hearing student’s utilization of interpreting/transliterating services; and
- Following all school policies as stated in the individual school handbook.
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Knowledge, Skills and Abilities
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- 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 relating to students and adults working knowledge of subjects being interpreted.
- Understanding of deafness and its impact on language development.
- Skill in expressive interpreting at a rate commensurate with conversational speech and class lectures. Adequate reverse interpreting skill while maintaining the integrity of the message.
- Ability to support and work as a member of the educational team.
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Minimum Training and Experience
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- Educational Interpreters with a high school diploma who have received a passing score of 3.0 or higher on the Educational Interpreter Performance Assessment
- Educational Interpreters with an associate’s degree in Educational Interpreting from an accredited program who have received a passing score of 3.0 or higher on the Educational Interpreter Performance Assessment
- Educational Interpreters with a bachelor’s degree in Educational Interpreting from an accredited program who have received a passing score of 3.0 or higher on the Educational Interpreter Performance Assessment
- Educational Interpreters must annually complete 15 hours of training related to interpreting approved by the local education agency.
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Minimum Qualifications or Standards Required to Perform Essential Job Functions
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- Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and rarely, the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment.
- Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
- Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.
- Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc.
- Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
- Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
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Disclaimer
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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 to this job.
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