Educational Interpreter, Deaf and Hard of Hearing

Interpret and/or transliterate all academic instruction, films, assemblies, conferences, student meetings, individualized education plan meetings, field trips, extra-curricular activities and support services in and out of the classroom for Deaf/Hard of Hearing student(s). When voicing for Deaf/Hard of Hearing students, exhibit a good range of sophisticated vocabulary; native-like expression, and infrequent use of circumlocution. Use clear articulation with consistent pronunciation, intonation, and affect to sound like a native speaker.

Have strong command of grammatical structure and evidence of command of complex instruction for complete comprehension. Speech is effortless and smooth; rate and production approach that of a native speaker comfortably.

Interpret: the process of changing spoken English into the preferred manual mode of communication for the Deaf/Hard of Hearing student, or vice versa.

Transliterate: the process of changing spoken English into a manual communication mode that maintains the grammar and syntax of the English language, or vice versa.

Translate: the process of interpreting the spoken English preferred manual mode of communication into spoken English, or vice versa.

Tutor Deaf/Hard of Hearing students (under the supervision of coordinating Teacher of the Deaf), both in and out of the classroom individually or in small groups by reinforcing concepts taught in the mainstream classes; assisting with missed assignments; modeling language; reinforcing vocabulary, study skills and life skills; assisting in learning variations of sign systems; developing language concepts; changing CASE/PSE into written English;

and teaching students the role of the interpreter, students' rights and responsibilities in how to use an interpreter.

As a member of the Deaf/Hard of Hearing student's education team, communicate with the team (e.g., mainstream teachers, teachers of the Deaf and support staff) to give and receive appropriate information/progress/problems that may impact a student's performance or learning, including, but not limited to, mode of communication, tutoring strategies, educational goals of student, curriculum content, classroom goals and student educational rights and services.

May assist with personal hearing equipment (e.g. helping a student put hearing aids in) and/or assist with district hearing equipment (e.g. DM systems).

May be asked to support instructors on monitoring behavior during class and extra-curricular activities; follow through with behavior programs established for individual students; use various equipment, augmentative communication systems or adaptations, any OT/PT requirements set forth in student I.E.P. and any medical conditions that require staff monitoring.

Analyze and review instructional material to prepare for content and message delivery. Ensure appropriate logistics (e.g., lighting, seating, etc.). May be asked to assist Deaf Education Department staff by preparing instructional materials and various clerical duties as Interpreter time allows (e.g., scheduling interpreters for extra-curricular and after school activities, copying materials, and documenting information for DH/H Department, etc.).

Interpret and/or transliterate confidential in-school individual and group counseling/mental health sessions, disciplinary interactions, disciplinary hearings, and physical/occupational/speech therapy sessions between Deaf/Hard of Hearing student and staff. Interpret and/or transliterate for Deaf/Hard of Hearing students, or Deaf/Hard of Hearing staff at parent/teacher conferences, staff department meetings, district level meetings, in-services, and other required training.

Interpret and/or transliterate for Deaf/hard of hearing…