Hearing Interpreter (2 positions) - SYSTEMWIDE- Central Office

Job Description: To facilitate communication among hearing impaired students, hearing peers, teachers, and others, providing interpretation services to assist in students' ability to learn subject matter and to achieve successful educational outcomes.

Qualifications:

• Hold a current professional license as a Provisional/Educator Interpreter, a Permitted Interpreter, or a Licensed Interpreter
• A minimum of 2 years of experience in the interpretation of American Sign Language (ASL)
• Fluency in American English and American Sign Language (ASL)

FLSA Status: Exempt

Reports To: Director of Special Education

Background Check Required: (Ala. Code §§ 16-22A-5 ) Upon offer of employment, employees

will be required to submit legible fingerprints for a background review by the Alabama Bureau

of Investigation and the Federal Bureau of Investigation.

Required Knowledge Skills and Abilities:

• A working knowledge of the Educational Interpreter Performance Assessment Guidelines for professional conduct.
• General knowledge of the educational process, deafness, the growth and development of children and children's language, and the culture of the deaf.
• Ability to work as part of an educational team providing the children with hearing impairments appropriate opportunities to benefit from their education.

Essential Duties and Responsibilities:

1. Interpret/Transliterate for students utilizing the students preferred mode of communication as documented in the Individualized Education Program (IEP). Provide interpreting during the school day in academic and non-academic settings including auditory and signed information such as environmental sounds, teacher instruction, student questions and peer communication as described in Educational Interpreters Performance Assessment (EIPA) Code of Ethics for Educational Interpreters and the Registry of Interpreters (RID) Standard Practice Paper for Educational Interpreting.
2. Collaborates with general education staff/teachers and other school personnel to provide access to all instruction and materials.
3. Prepares for daily classroom lectures and activities for the purpose of ensuring a clear understanding and interpretation.
4. Attends Individual Education Plan (IEP) meetings and collaborates with IEP team members for the purpose of evaluating, recommending, and implementing appropriate IEP goals, accommodations, treatments, and services for each student.
5. Meets with teachers and other faculty as needed to discuss relevant curriculum and lesson plan information for the purpose of ensuring effective preparation and interpretation.
6. Provides academic support, such as tutoring/support to the Deaf/hard of hearing student, as outlined in the IEP and under the guidance of a certified teacher.
7. Assists Deaf/hard of hearing students in academic and nonacademic activities, individually or in groups as well as Deaf/hard of hearing staff and parents (e.g. classroom instruction, non- captioned movies, tests, library, computer lab, recess, sports, music, assemblies, special events, after school activities, etc.) for the purpose of presenting and/or reinforcing learning concepts.
8. Implements, under the supervision of the assigned teacher, instructional/behavioral programs and lesson plans for the purpose of assisting the teacher in improving students' academic and life skill success through a defined course of study. Gather data when needed for purposes of documenting and improving instruction.
9. Respects confidentiality in all areas of interpreting/transliterating assignments and demonstrates professionalism in all interactions with individuals within the educational setting.
10. Serves as liaison for the school district to promote good public relations between the hearing impaired, hearing peers, staff, and faculty members.
11. Participates in a variety of approved trainings, activities, events, including in-service programs, seminars, conferences, workshops, etc. for professional development purposes.
12. Good organizational skills and cooperative planning.
13. Strong verbal and written communication skills.
14. Possesses the physical and emotional stability to fulfill the contract period.
15. Assume other duties as assigned by the supervisor that do not impact the effectiveness of the interpreting service to the Deaf or hard of hearing student.

• This position will be subject to the Students First Act of 2011. Madison City Schools reserves the right to fill this position by transfer of a qualified applicant who is already employed by Madison City Schools.
• Under the Students First Act of 2011, no credit toward tenure or non-probationary status is earned in the initial school year of employment if the date of hire occurs after September 30.

Terms of Employment: 187 Days. Salary as recommended by the Salary Schedule and approved by the Board.

Evaluation: According to established Board polices and administrative procedures and guidelines

Salary Range: According to Madison City Schools Salary Schedule (Salary based on employment for complete year)

For School District information, please click here (right click and select "Open in new tab")

For Madison City Schools Salary Schedule, please click here (right click and select "Open in new tab")

Salary Schedule Clarification:

1. Licensed Interpreter: Someone who is nationally certified by the governing body, RID (Registry of Interpreters of the Deaf) and who renews the certificate every 4 years through continuing education credits.

2. Permitted Interpreter: Someone who has been given legal 'permission' to work as an interpreter in the state of AL (not all states have licensure) while they are pursuing their national certification.Typically it is good for a year.

3. Educational Interpreter: RID used to test for this as a separate certification (EIPA) but stopped doing so in 2016. This certification can still be gotten through other agencies that test interpreters. It was tested separately because the parameters for working as an interpreter in an educational setting (particularly K-12) were very different from the code of professional conduct that professional (non-educational) interpreters must abide by.