Sign Language Interpreter

Position Overview

Sign Language Interpreter at Fort Mill School District.

• Current National Certification or an Educational Interpreter Performance Assessment (EIPA) rating of 3.5 or higher preferred.
• Successful completion of the EIPA written test.
• Completion of appropriate interpreter academic training or equivalent experience.
• Education equivalent to twelfth grade.
• Must be able to perform essential duties assigned satisfactorily.

Senior Executive Director of Special Services. Also under supervision of the principal, special education supervisor, and direction of the special education support teacher and relevant general education teachers.

None.

To interpret and transliterate proficiently within a school setting using manual sign system such as American Sign Language (ASL), Signed English (SEE), or other specified system as required to provide an appropriate education for designated student(s).

• To interpret and transliterate proficiently within a school setting using manual sign system such as American Sign Language (ASL), Signed English (SEE), or other specified system.
• To provide competent signed interpreting services in a variety of operational contexts.
• To provide and/or reinforce instruction to individuals or small groups of hearing impaired students, facilitate communication between teacher and student, serve as interpreter, prepare or adapt instructional materials and perform a variety of related clerical duties.
• To communicate effectively, both orally and in writing.
• To tutor and reinforce instruction for assigned student(s).
• To assist designated student(s) in meeting instructional demands and classroom instruction.
• To accompany and monitor student(s) on field trips and other classes when mainstreamed.
• To meet with classroom teachers as scheduled to determine information to be covered, specific vocabulary, and to ascertain information, which may need explanation.
• To operate computers, audio‑visual and other specified or instructional equipment and devices when required for specified student.
• To render interpreted messages faithfully, striving to convey content and spirit of the speaker using language most readily understood by the designated student(s).
• To attend appropriate in‑service training programs, staff meetings, and individual student conferences as requested by supervisor.
• To perform routine instructional aide functions and implement specific instructional programs and activities with student as determined by classroom teacher or special teacher.
• To perform related duties as directed by the classroom teacher and/or special teacher when the hearing impaired student does not require direct services.
• To avoid counseling, advising, or interjecting personal opinions while in an interpreter role.
• To keep all assignment, student, and school related information confidential in accordance with federal and state guidelines and Board policy.
• To direct parents to communicate directly with assigned special and/or regular education teacher(s).
• To establish and maintain cooperative and effective working relationships with students, parents, teachers, and administrators.
• To adhere to universal precaution procedures.

• Require vision (corrected) to read small print.
• Require mobility to stand, stoop, reach, and bend; require mobility of arms to reach and dexterity of hands to grasp and manipulate small objects.
• Perform lifting, pushing and/or pulling which does not exceed 50 pounds and is an infrequent aspect of the job.
• Is subject to inside and outside environmental conditions, multiple or single classroom environments.

• To perform other related duties as assigned.
• To perform related duties as directed by the administration when the hearing impaired student does not require services and interpreter is not preparing for other interpreting assignments.

185 days each year or as determined appropriate based on Individual Education Plans (IEP's) for designated student(s).

Performance on this job will be evaluated annually in accordance with provisions of the board’s policy on evaluation of professional personnel.