Interpreter Deaf II -Special Education

Oakland Unified School District PEC Special Ed Local Plan Area (SELPA) - Oakland, California Open in Google Maps

This job is also posted in Oakland Unified School District

7418

This is a .80 FTE Position

The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five (5) days for internal candidates based on our collective bargaining agreement.

TITLE:

Interpreter for Deaf I, II, and III

REPORTS TO:

Site or Program Administrator

DEPARTMENT:
Special Education

CLASSIFICATION:
Classified SEIU
FLSA:
Non-Exempt WORK
YEAR/HOURS 10 month, 205 days, 6.0 hours

ISSUED:
Revised June 27, 2007

SALARY GRADE: I:
Range 32, II:
Range 38, III:
Range 45
WTCL (based on a 12-month, 261 day, 7.5 hour work year)

Under the direction of a teacher of the deaf, and/or the regular classroom teacher, relate verbatim information between deaf students and hearing faculty, staff and students using oral techniques. Convey auditory environmental stimuli that occurs and would be heard or noticed by a hearing student.

• Interpreter for the Deaf I – Incumbents perform basic interpreter services and has 59 college units or less.
• Interpreter for the Deaf II – Incumbents perform more complex interpreting functions requiring greater interpreter skills and must have 60 college units or more and a certificate or degree from an interpreter training program.
• Interpreter for the Deaf III – Incumbents perform the most complex interpreting functions requiring the advanced level interpreting skills and technical proficiency, and must have 120 college units OR Bachelor's Degree OR CAD Level 3 OR RID Certification

(Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to accurately reflect the principal job elements).

• During one period daily or 250 minutes per week, prepare for the interpretation process by reviewing texts, researching technical information, tutoring preparation, meeting with school personnel, paper work, and other related activities. E
• Tutor individual or small groups of students, reinforcing instruction as directed by the teacher; monitor and oversee student drills, practices and assignments E
• Provide voice to sign and sign to voice, using the mode of communication most readily understood by the hearing-impaired student establishing physical settings to optimize communication interaction. E
• Participate, solely as a team member, during the student's Individual Education Plan (IEP). E
• During the IEP, provide insight on the success of communication strategies, the development of interpreter-use skills, and the student's academic strengths and weaknesses during integrated class periods, as documented by the educational interpreter. E
• Provide tutorial services to mainstreamed, hearing-impaired students in specific subject areas, during a resource period in the student's schedule. E
• Meet with a teacher of the deaf, and/or the regular classroom teacher to discuss the appropriate instructional materials to be selected to enhance the instructional process. E
• Provide interpreting services for extra-curricular activities, school activities, requested telephone calls, meetings or evaluations with other staff and professionals, and community-based instruction. E
• Train students to become independent consumers of interpreting services. E
• Act as a resource person for teachers and students (e.g., sign language instruction). E
• Assist in providing orientation…