GENERAL STATEMENT OF JOB

Under limited supervision, responsible for transliterating/interpreting for students who are deaf or hard of hearing in the classroom or at school-related activities.  Reports to the school principal and/or EC Director or other supervisor.

DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Sets up the physical setting for the most successful interpretation.

Interprets and/or transliterates according to the specifications of the student’s Individualized Education Program (IEP).

Meets with teachers and staff as deemed appropriate by the educational team and/or supervisor.

Participates 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.

Facilitates communication between the student and his peers and the student and adults in the school environment.

Utilizes planning time to study 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.

Serves as a liaison to promote positive and cooperative relationships within the school environment.

ADDITIONAL JOB FUNCTIONS

Follows all school policies as stated in individual school handbooks.

Attends in-service programs and staff meetings as they relate to general information distributed to the faculty, issues that deal specifically with the educational setting, or Interpreter/Cued Language Transliterator development.

Teaches interpreting/transliterating classes to students or staff as needed.

MINIMUM TRAINING AND EXPERIENCE

An AA degree in Educational Interpreting from an accredited program and a minimum of two years experience in an educational setting or licensure from Registry of Interpreters for the Deaf, Inc. (RID), National Association for the Deaf (NAD) or the Cued Speech Transliterator Training, Evaluation and Certification Unit (TEC Unit), and a minimum of two years of experience in an educational setting.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:  Must be physically able to lift and move objects related to the job functions.  Physical demand requirements are for light work.

Data Conception:  Requires the ability to compare and/or judge the readily observable characteristics of students.

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information.  Includes interpreting/transliterating instructions, assignments or directions to hearing impaired students.

Language Ability: Requires the ability to read forms and materials associated with the job functions. 

Intelligence:  Requires the ability to apply common sense understanding to carry out instructions furnished in written or oral form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.  Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:  Requires the ability to add, subtract, divide and multiply.

Motor Coordination:  Requires the ability to coordinate hands and eyes accurately in performing the job functions.

Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under average levels of stress.

Physical Communications:  Requires the ability to communicate as Interpreter/Cued Language Transliterator.

KNOWLEDGE, SKILLS AND ABILITIES

Mastery of the communication modality used by the student who is deaf or hard of hearing.

Mastery of 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.

Superior skill in expressive transliterating/interpreting at a rate commensurate with conversational speech and advanced level class lectures.

Superior skill in reverse interpreting/transliterating while maintaining the integrity of the message.

Ability to work as part of an Individualized Education Program team.

Ability to demonstrate professionalism in all interactions with administrators, teachers and staff; with parents and students; and with visitors or individuals unfamiliar with the educational setting.

Ability to demonstrate professionalism in all ethical areas, especially in applying the RID Code of Ethics and the TEC Unit Code of Conduct to the educational setting.

DISCLAIMER

This job description is designed to indicate the general nature and level of work performed by employees within the 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.  It is not a contract or guarantee of employment, salary or benefits.