ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• • Accompany student(s) who are Deaf/Hard of Hearing in all classes; interpret teacher instructions and lectures using fluent sign language. Ensure that student(s) understand the teacher’s communications; repeat interpretation as requested. Interpret auditory responses and communication by other students or presenters—facilitating students’ understand of group interaction. Interpret sound track from films and tapes.
  • Voice interprets signed responses for teacher and hearing students, as needed. Assist teacher in understanding verbal responses from student. Communicate with teacher concerning student’s problems and progress. Secure teacher’s attention as necessary to indicate that student has a question.
  • Interpret school events for student(s) who are Deaf/Hard of Hearing, such as student assemblies, field trips, and special events.
  • Provides professional support and assistance to other interpreters in the D/HH program. Providing back-up interpretation for classes as available.
  • Prepares for interpreting daily classroom lectures and activities (e.g. reviewing text, audio visual materials, specialized vocabulary, PowerPoint’s, etc.)
  • Responsible for determining which manual sign is appropriate for communication with a specific person or group who is Deaf/Hard of Hearing (ASL, PSE, or SEE).
  • Facilitates students’ reading of signs by maintaining an appropriate dress code/neutral colors & limited jewelry.
  • Facilitates student(s) reading of signs by recommending alternative seating arrangements, as appropriate.
  • Interpret for student(s) who are Deaf/Hard of Hearing in informal conversations with students and staff by interpreting language; interpret interaction between other students and student(s) who are Deaf/Hard of Hearing during unstructured time as necessary.

Other Responsibilities

• • Serves as a member of the Interpreter Services team of the district; performs related duties consistent with the scope and intent of the position.
  • Serves as a resource to other school district personnel requiring assistance when communicating with people who are Deaf/Hard of Hearing.
  • May interpret for student(s), parents, and teachers who are Deaf/Hard of Hearing in other classes during meetings, conferences, or testing.
  • Performs other job related duties as assigned

REQUIRED QUALIFICATIONS:
Education and Experience
High school diploma or equivalent
Two years interpreting experience for the deaf

ADDITIONAL REQUIREMENTS:
Educational Interpreter Performance Assessment (EIPA) with a minimum score of 4.0, and the EIPA written test with a passing score; or
National Interpreter Certification from the Registry of Interpreters for the Deaf (RID), and the EIPA written test with a passing score
Experience using sign language systems such as ASL, PSE (Contact Signing), and SEE
Interpreting and transliterating skills (sign-to-voice & voice-to-sign)
Proficiency in using the English language
Evidence of continued training/professional studies
Maintain confidentiality and professionalism

PREFERRED QUALIFICATIONS:
Recognized two-year interpreter training program
Certification by Registry of Interpreters for the Deaf (RID) with CI/CT Certification of Interpretation and/or Certificate of Transliteration or National Interpreter Certification (NIC)
Educational interpreting experience

CONDITION OF EMPLOYMENT:
Criminal background clearance
Possess EIPA certification by first school/work day

KNOWLEDGE OF:
The role of an Educational Interpreter within the educational team
Deaf Culture
School board policies and procedures
Student and education techniques

ABILITY TO:
Communicate effectively in both written and verbal form with clients and staff.
Establish and maintain effective, collaborative, working relationships with a diverse community
Work effectively under pressure and exercise independent judgment
Organize, set priorities, coordinates activities and meet deadlines.
Effectively use e-mail, word processing, spread sheet and database computer software.
Remain flexible; able to cope with frequent interruptions and shift priorities to meet required deadlines
Demonstrate professionalism in accordance with district policies and the Educational Interpreter
Work scheduled shift on a consistent basis
Keep confidentiality and observance of chain of command in departmental and outside communications.
Positively interact with students, staff and administrators.
Complies with school board policies and follows administrative procedures.
Complies with school building policies and practices regarding staff management of student behavior; takes appropriate action when necessary to manage student behavior.
Perform essential functions of the job with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.