Contracted Educational Interpreter

Contracted Educational Interpreter

Job : 1187

Position Type: Casual Employment (Contracted) – Non PDE Certified/Contracted Educational Interpreter

Date Posted: 12/12/2024

Location: Schnecksville, PA

Hours: Up to 29 hours per week

Benefits: None (contracted position)

The Professional Interpreter provides interpreting and other support services to deaf/hard of hearing students integrated into regular classrooms. The primary responsibility is to facilitate communication among deaf/hard of hearing students and their hearing peers, the classroom teacher, and other personnel in the school environment, in addition to coordinating educational opportunities for CLIU #21 interpreters and district educational staff regarding deaf/hard of hearing students.

The Professional Interpreter reports to the Supervisor of Special Programs and Services.

• BA or BS in Interpreting (required)
• Minimum of three years’ experience in Educational Interpreting.
• Educational Interpreters Performance Assessment (EIPA) score of 3.50 or higher (required).
• K-12 Educational Certification from the Registry of Interpreters for the Deaf (RID) – preferred.

• Aptitude for understanding content in major curricular areas across elementary and secondary levels.
• Awareness of current events and topics likely to be discussed by students.
• Ability to collaborate with external and internal stakeholders.
• Compliance with confidentiality requirements.
• Excellent interpersonal skills: patience, understanding, congeniality.
• Excellent oral and written communication skills.
• Organizational and time‑management skills, enabling productivity with minimal supervision.
• Implementation of and compliance with the PA Individual Education Program process.
• Task prioritization and accuracy in completion.
• Independent work and meeting departmental deadlines.
• Professional decision making and problem‑solving.
• Commitment to lifelong learning.
• Proficiency in technology for communication with students, parents, staff, administrators, and community members.
• Customer‑service orientation, with patience and knowledge of department services.
• Attendance at assigned work hours, subject to lawful leave rights.
• Knowledge of programs/services such as surrogate parenting, health care options, local service providers, and relevant PDE initiatives.

• Ability to stand, bend, stoop, sit, lift, reach, and communicate effectively.
• Independent ambulation in and around work areas.
• Travel to work locations independently.
• Appropriate manual dexterity.
• Ability to conduct a safety restraint protocol which requires:
  • A normal degree of flexibility.
  • Ability to stand, walk, run, and shuffle for several minutes.
  • Ability to kneel on one and two knees and then stand up.
  • Ability to bend the trunk at 45° and twist to either side.
  • Ability to grasp firmly and raise hands above the head.
  • Ability to learn and correctly demonstrate multi‑step physical skills.

The Professional Interpreter has authority to perform all functions listed below in accordance with established policies and procedures.

• Coordinate workshops, meetings, seminars related to continuing education of current CLIU #21 interpreters.
• Participate in selection process for hiring new interpreters.
• Educate all school personnel involved with deaf/hard of hearing students about roles and responsibilities before each school year; coordinate scheduling for CLIU #21 interpreters and substitute coverage.
• Serve as contact person for public inquiries regarding interpreting services provided by CLIU #21.
• Serve as contact person for outside agencies providing substitute services to CLIU #21.
• Ensure quality interpreting services at all levels of education within CLIU #21.
• Provide expressive and voice interpreting (may include American Sign Language, a form of manually coded English, and/or oral interpreting) for deaf/hard of hearing students in mainstream classes and various school settings.
• Collaborate with classroom teachers to suggest effective strategies for learning outcomes, including test‑taking strategies.
• Interpret lesson language, assignment, or…