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Provides sign language interpretation for assigned hearing impaired students in order to promote meaningful communication between teacher and student.
200-day contrac
ESSENTIAL FUNCTIONS/TYPICAL TASKS
The minimum performance expectations include, but are not limited to, the following functions/tasks:
¨ Interprets/transliterates according to the specifications of the student’s Individualized Education Program (IEP);
¨ Utilize planning time to meet with teachers and staff as deemed appropriate by the educational team and/or supervisor;
¨ Prepare for demanding course material as necessary for successful interpreting and/or transliterating;
¨ Demonstrate professionalism in all interactions with administrators, teachers, staff, parents and students
¨ Participates in HCPS – sponsored interpreter training sessions;
¨ Maintains and respects confidentiality of all involved in the interpreter exchanges;
¨ Acts as a conduit – not changing, deleting or adding anything;
¨ Communicates student progress and/or concerns to the classroom teacher;
¨ Assumes responsibility for professional growth and keeps skills up-to-date;
¨ Complies with and supports school and division regulations and policies;
¨ Models non-discriminatory practices in all activities;
¨ Abides by and demonstrates professionalism in applying the Code of Ethics to the educational setting;
¨ Performs other related duties as assigned.
KNOWLEDGE, SKILLS AND ABILITIES
Candidate must demonstrate proficient sign language skills; possess the ability to work cooperatively with others in a positive manner; possess the ability to communicate and develop effective working relationships with students, parents, administrators, teachers, and staff.
Personnel providing educational interpreting services for children using sign language shall have one of the following:
· a valid Virginia Quality Assurance Screening (VQAS) Level III; or
· 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 (VDDHH) as equivalent to or exceeding the
VQAS Level III.
EDUCATION AND EXPERIENCE
Education equivalent to graduation from an accredited high school or General Education Development Certificate (GED). College work is preferred; however, not required. Candidate must possess or be eligible for VQSA Level III certification or equivalent.
SPECIAL REQUIREMENTS
Candidate must possess good moral character.
PHYSICAL DEMANDS/REQUIREMENTS
Duties performed typically in school settings to include: classrooms and other school facilities. Frequent walking, standing, sitting, stooping, lifting, up to approximately 30 pounds and occasional lifting of equipment and/or materials weighing up to approximately 40 pounds may be required. Other limited physical activities may be required. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is subject to noise and hazards. Occasional attendance to building-level meetings and division wide meetings and training activities may be necessary. Regular contact with other staff members and administrators is required. Contact with parents and medical professional may be required.
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