JOB TITLE:  Deaf/Hard of Hearing Interpreter

 

IMMEDIATE SUPERVISOR:  Principal

 

GENERAL DESCRIPTION: Under the direct supervision of the school principal and Teacher of the Deaf/Hard of Hearing, the Deaf/Hard of Hearing interpreter facilitates communication among deaf and hard of hearing students and their hearing peers, teachers, parents and other personnel in the mainstreamed educational setting. Must be able to interpret and transliterate at a normal conversational rate. Complies with the Code of Ethics set forth by the Registry of Interpreters for the Deaf.

 

ESSENTIAL FUNCTIONS:

• Facilitate communication/interactions of deaf students with administrators, guidance counselors, librarians, and other staff members, students and teachers.
• Interpret within the classroom setting and for assemblies, guest speakers, school events, etc.; interpret for resource classes, assemblies, theatrical performances, announcements, and field trips per the IEP.
• Interpret other assignments outside the school day such as tutoring, club meetings, disciplinary actions, bus situations, sports, PTA meetings, summer school, and HCPS sponsored summer student workshops.
• Interpret for deaf parents attending school-related activities.
• Prepare a report every 6 weeks for the case manager about student’s progress for report cards generated from EZ-IEP.
• Keep a copy and be familiar with students’ “IEP At a Glance” for accommodations/requirements per the IEP.
• Prepare for all interpreting assignments to ensure an accurate representation of the material being presented.
• Request weekly lesson plans from teachers and copies/links of textbooks used.
• Pre-teach vocabulary and new concepts prior to introduction in mainstream classes.
• Interpret/tutor lessons to deaf students within a group/individual settings.
• Encourage self-advocacy and independence for deaf students.
• Work with the mainstream classroom teachers to provide lesson materials that make concepts as visual as possible.
• Provide/prepare charts, pictures, PowerPoint presentations, other teacher-made materials, etc., including materials for the students to take home for additional practice and to encourage parent participation.
• Plan and create visual displays within the HI classroom, including decorating the door and changing bulletin boards/displays monthly.
• Attend all staff meetings/trainings as requested by the building principal.
• Present sign language workshops as requested; teach a sign language class to school/community when requested by the school system.
• Report to HI and curriculum teacher(s) on student’s present level of performance and aid in the development of future IEP goals; attend and participate in IEP meetings.
• Serve as a resource for teachers, administrators, and other staff members regarding the role of the interpreter and promote cultural understanding.
• Perform other duties as assigned.

 

Assistive Technology/FM Equipment:

• Maintain all records of warranties, repairs, and purchases; prepare a yearly inventory report; document equipment assignments/changes on inventory spreadsheet.
• Develop/create a yearly checklist (prior to the new school year) and distribute to responsible parties to mark daily as a record of hearing aids and FM equipment status; collect all sheets at end of the school year to be filed into CUM folders.
• Maintain a current list of battery sizes used in students’ aids; research prices, and prepare a request for the purchase of each size for school usage (travel to local audiologist’s office for pickup); keep up with stock to ensure an adequate supply.
• Issue hearing equipment for all HI and students using FM assistive technology in the classroom; set/assign equipment channels to ensure no signal interferences within a school building.
• Research/obtain product information to prepare purchase order requests for equipment purchase and forward to the Director of Special Education.
• Travel to schools to train students and teachers in the use of FM equipment.
• Maintain contact with students’ audiologists to ensure compatibility of equipment and that settings are accurate to sync with assistive technology/FM equipment.
• Set up appointments with area audiologists, arrange for transportation through school nurse, and accompany students to hearing appointments paid for by HCPS.
• Facilitate and manage repair requests of student hearing aids/devices; provide/sync alternate equipment while the broken unit is being sent for service.
• Issue and collect all equipment, and manage the Annual Service Plan.
• Recommend any new technology equipment needed for the regional program; confer with director concerning needs and available funding.
• Serve as an assistive technology consultant for both school systems served within the regional program
• Maintain school account with Described Captioned Media Program (DCMP) for ordering captioned videos for classroom usages; order captioned videos and research on-line films to fit planned lessons; ensure account stays in good standing by returning materials on time & completing required paperwork.
• Inventory and order supplies, as needed.
• Troubleshoot any problems within the mainstream setting (accommodations are met, student and interpreter placement is agreeable to all, assistive technology equipment is synced, resolve conflicts/compatibility problems, etc.)

 

Webmaster - Regional Program:

• Maintain the website for the Regional Deaf/HH program; verify/keep current all links listed on resource pages for parents/community.
• Filter/weigh requests from other businesses and agencies for their information to be linked or placed on our site as a resource.
• Stay current on all HCPS webpage requirements to correctly maintain HI site.
• Subscribe to deaf/hearing loss websites, blogs, and publications to share information pertinent to parents.

 

KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of sign language methods and procedures; general knowledge of classroom procedures and instruction program; ability to sign accurately and rapidly process information for extended periods; ability to establish and maintain effective working relationships with students, staff, and parents; ability to work independently without direct guidance or supervision

 

EDUCATION AND EXPERIENCE:

• High School Diploma required; Associate Degree or higher preferred.
• Fluent in American Sign Language.
• Successful completion of a passing score on the Educational Interpreter Performance Assessment (EIPA) Written Test along with a minimum of a Level 3.5 on the EIPA Performance Test or any other state qualification or national certification (excluding Certificate of Deaf Interpretation) recognized by the Virginia Department for the Deaf and Hard of Hearing as equivalent to or exceeding the VQAS Level III.
• Participate in ongoing interpreter educational opportunities and attend training workshops as available; must have 20 hours of documented CEUs per year to maintain current EIPA score.
• Prior background knowledge of assistive technology (especially Phonak FM systems and equipment) used within the educational setting is preferred.

 

 

Physical Requirements:

 

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

The work is sedentary to light work which requires exerting up to 30 pounds of force occasionally and/or exerting up to 20 pounds of force frequently, and/or up to 10 pounds of force to move objects frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Work is performed while standing, sitting and/or walking. Requires the ability to communicate effectively using speech, vision, and hearing. Requires the use of hands for simple grasping and fine manipulations. Requires bending, squatting, crawling, climbing, reaching..  Additionally, the following physical abilities are required:

• Reaching: Extending hand(s) and arm(s) in any direction.
• Pushing or Pulling: Using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
• Grasping: Applying pressure to an object with the fingers and palm.
• Handling: Picking, holding, or otherwise working, primarily with the whole hand.
• Feeling: Perceiving attributes of objects, such as size, shape, temperature or texture by touching with skin, particularly that of fingertips.
• Manual Dexterity: Picking, pinching, typing, or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Repetitive Motion: Substantial movements (motions) of the wrist, hands, and/or fingers.

 

Work Environment: The worker is not subject to adverse environmental conditions.

 

DISCLAIMER:  The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required to employees to this job.

 

Position will be posted until filled.

 

Henry County Public Schools is an Equal Opportunity Employer.

Due to limited funds, Henry County Public Schools is unable to sponsor Visas.