Sign Language Interpreter - Half Time - 2016-2017-76 REPOSTED
Title: Sign Language/Educational Interpreter – K-8 REPOSTED
(Note this position was incorrectly advertised as starting 2015-2016 school year. It starts 2016-2017 school year)
Reports to: Director of Special Education and School Principal
Status: 4 hours per day – School Year Appointment
Start Date: August 29, 2016
Responsible for the deaf and hard of hearing students’ (K-8) accessibility to education. Performs simultaneous interpretation of spoken language and sign language for deaf and hard of hearing students within and outside of the classroom environment. Interpret classroom instructions and provide re-teaching and other academic and classroom support.
Essential Job Duties
- Interpret/translate expressively and receptively for deaf and hard of hearing students in all aspects of the educational process. Possible interpreting/translating assignments may include, but not be limited to the following:
- All classroom activities (lectures, discussions, small group work, question and answer, media presentations, teacher/student conferring, etc.).
- Any counseling session (guidance, teacher, parents, administrative, etc.) assessments, evaluations, IEP’s and discipline situations.
- Any school related activities in which the deaf/hard of hearing students wish to attend or are required to attend during normal working hours.
- Assess and understand individual student’s communication abilities and styles to ensure accurate interpretation as related to the student’s age, cognitive level, register, personality, affect, learning style and language competencies.
- Re-teach information presented in the classroom until content is understood.
- Interpret extra-curricular activities including: sports, drama, music, clubs and school wide programs.
- Tutoring sessions, make-up times, etc. during normal working hours or as arranged by the teacher of the deaf or the general education teacher.
- Interpret in all student services areas including library, health center, counseling center, and administration.
- Work cooperatively with all members of the educational team including the deaf/hard of hearing teacher, general educational teachers, and deaf/hard of hearing students.
- Facilitate communication between the deaf/hard of hearing student and classroom teacher when the student's behavior is inappropriate or disrespectful in any way.
- Establish in conjunction with the classroom teacher, a physical setting within the classroom for appropriate communication interaction.
- Meet with classroom teacher on a regular basis in regard to communication needs of the deaf/hard of hearing students.
- Prepare for interpreting assignments by studying content areas, vocabulary, lesson plans, outlines, etc. when interpreting services for the deaf/hard of hearing students are not required. (Resource time)
- Teach social and communication skills appropriate for participation in mainstream hearing environments.
- Adhere to Federal, State and District policies, procedures and Educational Interpreting ethical standards in regard to matters of confidentiality concerning personal information about students.
- Assist the classroom teacher in the preparation of materials, clerical and recordkeeping duties during a class period when interpreting services for the students are not required.
- Utilize theories of first/second language acquisition and language development to assess students’ language competencies and needs.
- Adjust interpretation to meet language, cognitive and development level of student(s).
- Access community resources to obtain supplemental materials for special needs students.
- Provide ongoing assessment of students language abilities/uses (ASL and English), cognitive, physical and emotional levels/needs.
- Perform other duties as assigned by the Special Education Director, School Principal or designee.
Knowledge Skills Abilities
- Knowledge and correct use of English language and the use of specific and technical vocbulary.
- Extensive knowledge of manual communication.
- Advanced knowledge of the theories of child development to initiate and maintain positive
- Knowledge of technology as related to specific job functions.
- Ability to accurately interpret and translate expressively and receptively for deaf and hard of hearing students.
- Knowledge of safety practices and procedures.
- Knowledge to analyze situations to define issues and draw conclusions.
- Ability to follow oral or written work orders from supervisor, and to coordinate work with principal and others.
- Ability to communicate with a wide range of students from K-8
- Ability to understand and carry out oral and written instructions.
- Ability to read, write and speak English fluently.
- Ability to be flexible to work with others in a wide variety of circumstances.
- Ability to work with a diversity of individuals and/or groups and utilize specific, job-related equipment. Ability to problem solve to analyze issue.
- Ability to establish and maintain effective working relationships with students, the public, and staff members.
- Ability to maintain cooperative working relationships with those contacted in the course of work.
- Ability to manage time and responsibilities, adapt to changing work priorities, communicate with diverse groups, maintaining confidentiality, meet deadlines and schedules.
- Ability to set priorities, work as part of a team and work with and manage frequent interruptions.
- Ability to maintain confidentiality of student matters.
- Ability to effectively communicate with students, parents, and staff.
- Ability to perform duties with awareness of all District requirements and Board policies.
- Ability to schedule activities, meetings, and/or events, gather, collate, and/or classify data and use job-related equipment.
- Skill in adhering to safety practices.
- Skill in preparing and maintaining accurate records and using pertinent software applications (as required).
- Completion of an accredited Interpreter Education Program.
- Endorsement or certification: Registry of Interpreters for the Deaf (RID) / Educational Interpreter Performance Assessment (EIPA)
- Successful experience working with K-8 students performing interpreting duties and responsibilities.
- Proficiency in all systems along the sign language spectrum from ASL to Signing Exact English.
- Bachelor’s Degree in ASL/English Interpretation, Education, Linguistics or related field.
- Montana Driver’s license or the ability to obtain license within three months of hire date.
- Adherence to the Registry of Interpreters for the Deaf (RID) – National Association of the Deaf (NAD) Code of Professional Conduct
- Performs routine classroom work.
- Regularly works inside with minimal temperature variations.
- Ability to meet deadlines with severe time constraints.
- The noise level in the work environment is usually quiet to moderate.
- Regularly required to sit and regularly walk and stand.
- Specific vision abilities required by this job include close vision, distance vision, depth perception, and the ability to adjust focus.
- Picking, pinching, typing or otherwise working primarily with fingers rather than with the whole hand or arm.
- Carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling.
- Significant fine finger dexterity
- Required to be able to hear and interpret conversations in loud and quiet environments.
- May be required to lift or carry up to 10 pounds on an infrequent basis with or without an accommodation.
- Guidance and reinforcement are usually available.
- The employee frequently works within time constraints and must maintain attentiveness intensity.
- Frequently involved in interactions which require oral and written communications.
- Exercises flexibility and the ability to shift from one task to another.
- Occasional travel/mobiility between schools, or between schools and the Administration office, may be required.
- Effective hearing and speech abilities.
- Work area is generally a hazard free environment.
The duties, physical demands, work-environment characteristics, and mental/motor demands described within this vacancy announcement are representative of those that must be met by an employee to successfully perform the essential functions of this job with compliance with the American with Disabilities Act Amendment Act (ADAAA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.