Description: An Educational Interpreter is an individual who facilitates communication among the deaf and hard of hearing persons in an educational environment through the use of techniques developed for communicating between educational teams, serving staff as well as deaf people, by minimizing linguistic, cultural, and physical barriers.

Job Summary: To perform this job successfully, an individual must be able to perform each essential function satisfactorily:

• Interpret everything. This includes, but is not limited to: side conversations held by students or adults, class lectures, environmental noises, alarms, drills, presentations, field trips, special classes (art, music and gym), assemblies, phone calls and announcements. Some of the duties of an interpreter are as follows:
  • Interprets in regular or specialized classroom to individual students or groups of students by adapting language level to communication needs of the student for the purpose of ensuring optimum visual communication.
  • Convey the content of the message clearly and accurately according to the language needs of the student.
  • Interprets in all academic areas.
    
    
• Educate. Since in most school settings the Interpreter is a novelty, some explanation to role and function is necessary. This education can take the form of: in-services for teachers and staff, and everyday interactions. Other examples of responsibilities include:
  • The Interpreter may be responsible for conducting in-services with building staff on their roles and responsibilities within the school.
  • The Interpreter should access the classroom environment and develop strategies with the educational team regarding seating arrangements, lighting, use of media, turn-taking, and other factors that may impact the interpreting process and access to the classroom content. The student should be involved in this process as well, with the end goal being student self-advocacy/knowledge of interpreting logistics.
  • The Interpreter may be required to help the DHH and hearing students understand the role of the Interpreter versus that of tutor, teacher, or friend. Increased independence of the student will develop as student matures and is developmentally capable of such distinction. Students may need support from Interpreters and DHH consultant or teacher with how to deal with the social issues regarding the use of an Interpreter. As the student matures, the Interpreter should encourage increased independence.
  • The Interpreter works with the entire educational team/program and not just the deaf or hard of hearing student.
    
    
• Prepare for interpreting assignments. This includes reading over textbooks, handouts and lesson plans, getting copies of schedules or notes of speakers, being aware of interpreting environment and corresponding logistics, communicating with teaching team and even practicing with assigned homework (if the material is more complicated). This occurs in the educational environment through the duties of:
  • Maintains daily notebook/log for the purpose of reporting student progress on objectives, behavior, social interaction, abilities and daily work with regard to language, interpreter use, and cultural mediation.
  • Interpreters shall strive to further knowledge and skills through participation in workshops, professional meetings, interaction with professional colleagues, and reading of current literature in the field.
  • Interpreters shall dress in appropriate attire that minimized eye strain and allows for optimal access to visual communication (ex: plain-colored – no distracting patterns – professional clothing that contrasts with skin tone). The face should be kept free of excessive hair (ex: bangs and/or facial hair), large earrings, and/or makeup for the same reason.
    
    
• As stated in the Job Summary, the Interpreter’s first function is to provide access to the learning environment. Other duties may include, but are not limited to:
  • The Interpreter may be present at IEP meetings as a member of the educational team, not as an Interpreter. The Interpreter should share observations about how well the student understands the interpreted classroom content or any other issues related to interpreting. The Interpreter should not evaluate how well the student is doing academically or behaviorally, except as they relate to interpreting.
  • It is the responsibility of the Interpreter, consult for the DHH, and/or teacher of the DHH to inform the other members of the educational team about limitations associated with the interpreting process.
  • May tutor students who are DHH in a variety of subjects for the purpose of supplementing their daily class activities and enhance learning. Tutoring is under the guidance of teachers and materials provided by teachers. Tutoring questions should be directed to the teacher.
  • Assist Teacher of the Deaf in preparing teaching materials, bulletin boards, coping during assigned time which would not interfere with the student access to instructional needs.

Requirements: 

• Must be in compliance with Indiana State regulations for Educational Interpreters. See Indiana’s Department of Education website.
  
  
• Holds a valid high school diploma or equivalent and:
  • Successfully passes the EIPA written test and successfully completes the EIPA Performance test with a minimum score of 3.5 or above; or
  • is certified through the Registry of Interpreters for the Deaf (RID)

Qualifications: 

• Ability to communicate using sign language. Interpreters shall accept assignments using discretion with regard to skill, setting, and the consumers involved.
• Six months to one year related experience and/or training, or equivalent combination of education and experience.
• Ability to prepare written reports and correspondence.
• Ability to plan and organize; good work habits.
• Other qualifications that the Governing Council may require.
• Policies and procedures established by national organizations, such as Registry for Interpreters (RID), do not supersede school district requirements.

Working Conditions: Elementary School, grades K-3

Selection Procedure: Applications will be reviewed upon submission and applicants selected for interviews will be contacted by phone or online.