Educational Interpreter; ASL

Job Title

Educational Interpreter (ASL)

Aug 31, 2026

Building Principal(s), Special Education Coordinator

Special Education Coordinator

The Educational Interpreter provides high-quality American Sign Language (ASL) interpreting and transliterating services to students who are Deaf or Hard of Hearing (D/HH) within the inclusive classroom setting. This role facilitates communication between the student, their peers, and school staff to ensure equal access to the educational environment and curriculum as mandated by the student’s IEP.

• Minimum of an Associate’s Degree in Educational Interpreting or a related field (Bachelor’s preferred).
• Must maintain an active Professional Interpreter Registration with the Massachusetts Commission for the Deaf and Hard of Hearing (MCDHH) per M.G.L. c. 6, § 196.
• Fluent in American Sign Language (ASL).
• Experienced working with Deaf/HH elementary children in a school setting.
• Written language, technology skill and interpersonal communication skills to support communication among team members, with community contacts, school staff and parents.
• A deep understanding of Deaf Culture and the developmental stages of language acquisition.
• A minimum score of 3.5 on the Educational Interpreter Performance Assessment (EIPA).
• Familiar with the Massachusetts Curriculum Frameworks to ensure that academic concepts are interpreted with linguistic and conceptual accuracy.
• Ability to collaborate as part of an interdisciplinary team.
• Completion of Safety Care training or willingness to do so upon hire.

• Direct Interpreting:
  Provide real-time ASL interpreting for all classroom activities, including lessons, discussions, announcements, and school-wide assemblies.
• Communication Facilitation:
  Interpret non-academic interactions (e.g., peer-to-peer socializing, lunch, recess, and extracurricular activities) to promote social integration.
• Collaboration:
  
  Participate as an active member of the IEP Team. Consult with teachers regarding the student's communication needs and assist in the implementation of classroom accommodations.
• Preparation:
  Review lesson plans, textbooks, and technical vocabulary in advance to ensure accurate conceptual representation of complex subjects.
• Tutoring/Support:
  Under the guidance of the teacher of record, provide supplemental academic support or clarification if the student has missed information due to the nature of the interpreted environment.
• Professional Conduct:
  Adhere to and maintain strict confidentiality regarding student records and performance.

• Mobility and Movement:
  Prolonged periods of high‑intensity repetitive movement of the hands, arms, and shoulders. Ability to use hands and fingers for keyboarding, writing, grading, and manipulating materials.
• Environment:
  Ability to work in various school settings, including classrooms, playgrounds, and gymnasium environments.
• Standing and Walking:
  Ability to stand and walk for prolonged periods (up to 6‑8 hours per day) to instruct students, circulate the classroom, monitor hallways, and supervise recess/lunch.
• Reaching and Lifting:
  Ability to reach overhead, above the shoulders, and horizontally to access and arrange teaching materials, whiteboards, or bulletin boards.
• Lifting and Carrying:
  Ability to lift and carry up to 25 pounds (e.g., boxes of books, educational supplies, or technology equipment) on an occasional basis.
• Bending and Kneeling:
  Ability to bend, stoop, kneel, crouch, or sit on the floor frequently to interact with students at their level, assist with classroom activities, and manage behavior.
• Visual/Auditory:
  High level of sustained cognitive concentration and mental processing.
• Visual Acuity:
  Ability to read student work, observe students across a classroom, and monitor computer screens.
• Hearing Acuity:
  Ability to hear and understand spoken directions at a conversational level and to distinguish and interpret sounds in a noisy environment.
• Speaking/Verbal Communication:
  Ability to clearly articulate verbal information to students, parents, and colleagues, including the ability to project one's voice in a classroom or…