Sign Language Educational Interpreter

Minimum Qualifications

• Valid Ohio interpreter for the hearing‑impaired license.
• Documentation of a clear criminal record.
• Complies with drug‑free workplace rules and board policies.
• Demonstrated proficiency in spoken English.
• Proficient in communication skills, including but not limited to:
  American Sign Language (ASL), Pidgin Signed English (PSE), and/or Signed Exact English (SEE).
• Strong voicing skills that accurately reflect expression.
• Skilled in using alternative forms of communication (e.g., gestures, mime, etc.).
• Open to the use of a total communication approach.
• Self‑directed, congenial disposition, and strong interpersonal skills.

Appointment requires successful completion and periodic renewal of state‑mandated and service center training requirements (e.g., state licensure criteria, communicable disease, child abuse, CPR, first aid, and/or behavioral management training).

Non‑exempt

Assigned Coordinator of Special Education and Teacher

Provides interpretive services to facilitate communications between students with hearing and/or communication disabilities and other individuals through oral and signed language. Strives to support a productive learning environment.

The following duties are representative of performance expectations. However, the list below is not ranked in order of importance.

• Provide interpreting and/or transliterating services. Use communication methods that best meet the needs of the assigned students' IEPs.
• Work with staff to ensure that services are provided in the least restrictive educational environment. Help maintain a positive learning environment.
• Uphold board policies and follow administrative guidelines and procedures.
• Promote a favourable image of the service centre. Support community/school partnerships that enhance the service centre's operational effectiveness.
• Promote the effective use of interpretative services (e.g., consumer training, etc.).
• Collaborate with the educational team to address supplemental service needs (e.g., remedial or enrichment activities, personal care concerns, etc.).
• Educate staff about using interpreting services and providing visual access to deaf and hard‑of‑hearing students.
• Use preparation time to increase knowledge of the classroom to effectively interpret material.
• Offer help when students ask or their behaviour suggests they need assistance when appropriate. Avoid being intrusive. Help mediate student concerns discreetly.
• Support an inclusive educational environment. Facilitate the participation of students with disabilities in appropriate peer group activities as directed.
• Help teachers implement classroom modifications/accommodations as requested.
• Position students to take full advantage of each learning environment (e.g., line‑of‑sight, proximity to equipment, height of work surfaces, etc.).
• Respect personal privacy. Maintain the confidentiality of privileged information.
• Take precautions to ensure staff/student safety. Do not leave assigned students unsupervised.
• Watch for behaviour that may indicate a problem. Work with staff to eliminate unacceptable behaviour.
• Maintain high standards and uphold the student conduct code.
• Promote the proper use and care of school property. Report student discipline problems, vandalism, and other related concerns.
• Report evidence of suspected child abuse and neglect as required by law.
• Participate in parent conferences, open houses, and other required events when appropriate.
• Participate in staff meetings and professional growth opportunities as directed.
• Accept personal responsibility for decisions and conduct.
• Wear appropriate work attire and maintain a professional demeanour.
• Strive to develop rapport and serve as a positive role model for others.
• Perform other specific job‑related duties as directed.

• Act in accordance with the professional code of ethics.
• Demonstrate professionalism and contribute to a positive work environment.
• Organise tasks and manage time effectively.
• Skillfully manage individual, group, and organisational interactions.
• Effectively use listening, observation, reading, verbal, non‑verbal,…