ECSEC DHH Educational Interpreter

Goshen Community Schools • Goshen, IN

2d • Onsite

About The Position

The following vacancy exists in Goshen Community Schools for the 2024-25 school year: ECSEC Deaf and Hard of Hearing Educational Interpreter The Elkhart County Special Education Cooperative (ECSEC) is made up of the Baugo, Concord, Fairfield, Goshen, Middlebury, and Wa-Nee Community Schools in North Central Indiana located 30 minutes from the University of Notre Dame. Administrative offices are located at 1216 S. Indiana Avenue, Goshen, IN 46526. POSITION PURPOSE: An Educational Interpreter (EI) is an individual who effectively and impartially facilitates communication between people who are deaf and hard of hearing (DHH) and hearing persons in an educational environment; including but not limited to communications between administrators, staff, teachers, service providers, parents, and peers. The EI interprets or transliterates in a mode that reflects the student’s language use as outlined in the student’s IEP. An EI shall maintain high professional standards in compliance with the National Association of Interpreters in Education (NAIE) Code of Ethics. ESSENTIAL FUNCTIONS: This individual must be able to perform each essential function satisfactorily. Interpret. To ensure an inclusive educational environment an EI will interpret and communicate all information that hearing students have access by virtue of their ears. DHH students have the right to this information as well. Therefore, while not an exhaustive list, will interpret: Academic lessons, lectures, and presentations in regular or specialized classrooms. Field trips, special classes (art, music, and gym), speech therapy, assemblies, phone calls, and announcements. Incidental information such as side conversations held by students or adults, environmental noises, alarms, and drills. Educate. Since in many school settings the Interpreter (and DHH student) is a novelty, some explanation of role and function is necessary. The EI will work with the entire educational team to ensure this information is available. This education can take the form of: In-services for teachers and staff on their roles and responsibilities within the school. Strategy development 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. Assisting the DHH and hearing students to understand the role of the Interpreter versus that of a tutor, teacher, or friend. Increased independence of the student will develop as the student matures and is developmentally capable of such distinction. Modeling social strategies to encourage interaction between DHH and hearing peers regarding the use of an interpreter. As the student matures, the Interpreter should encourage increased independence. Prepare. In order to ensure a student has satisfactory access to information, the EI must have time to adequately prepare prior to an assignment. This includes but is not limited to the following: 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. Access to and time to peruse textbooks, handouts and lesson plans, copies of schedules or notes of speakers, Awareness of and location of the interpreting environment and corresponding logistics. Communication with the teaching team to understand the objectives of a lesson/presentation. Copies of assigned homework. Access to the student’s IEP recommendations Maintains a 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. Provide plans for a substitute interpreter as needed. Maintain professionalism. Interpreters shall strive to further knowledge and skills and comply with the professional practices outlined by professional organizations and their school districts. They will achieve this by: Participating in workshops, professional meetings, interaction with professional colleagues, and reading current literature in the field. Abiding by the NAIE Code of Ethics Being familiar with the RID Code of Professional Conduct Researching technical educational vocabulary Attending school staff meetings as needed Familiarizing themselves with the schools Policy and Procedures manual Non-interpreting/Transliterating duties. When not interpreting or preparing other duties may be part of the EI’s assignment such as: Participating at an IEP meetings as a member of the educational team, not as an Interpreter. Here the EI 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. Serving as a consultant 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. Providing academic support, such as tutoring DHH students in a variety of subjects under the guidance of certified teachers with materials provided by teachers. Tutoring questions should be directed to the teacher. Assisting a certified teacher in preparing teaching materials, bulletin boards, making copies, etc. during a time that would not interfere with the student’s access to instructional needs.

Requirements

• Compliant with Indiana State regulations for Educational Interpreters of a 3.5 or higher or the EIPA Performance test and passing score on the EIPA written test. See Indiana’s Department of Education website.
• Experience and/or training in and Elementary or Secondary Education environment
• Ability to communicate using sign language.
• Interpreters shall accept assignments using discretion with regard to skill, setting, and the consumers involved.
• Ability to prepare written reports and correspondence.
• Ability to plan and organize, good work habits.
• Policies and procedures established by national organizations, such as Registry for Interpreters (RID), do not supersede school district requirements.
• Interpreters adhere to standards of confidential communication.
• Interpreters possess the professional skills and knowledge required for the specific interpreting situation.
• Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.
• Interpreters demonstrate respect for consumers.
• Interpreters demonstrate respect for colleagues, interns, and students of the profession.
• Interpreters maintain ethical business practices.
• Interpreters engage in professional development.
• Other qualifications that the Governing Council may require.

Nice To Haves

• BA from an Interpreting Education Program preferred, AND certification through the Registry of Interpreters for the Deaf (RID)

Responsibilities

• Interpret academic lessons, lectures, and presentations
• Interpret field trips, special classes, speech therapy, assemblies, phone calls, and announcements
• Interpret incidental information such as side conversations held by students or adults, environmental noises, alarms, and drills
• Work with the entire educational team to ensure information is available
• Provide in-services for teachers and staff on their roles and responsibilities within the school
• Strategy development 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
• Assist the DHH and hearing students to understand the role of the Interpreter versus that of a tutor, teacher, or friend
• Model social strategies to encourage interaction between DHH and hearing peers regarding the use of an interpreter
• Maintain 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
• Access to and time to peruse textbooks, handouts and lesson plans, copies of schedules or notes of speakers
• Awareness of and location of the interpreting environment and corresponding logistics
• Communication with the teaching team to understand the objectives of a lesson/presentation
• Provide plans for a substitute interpreter as needed
• Participate in workshops, professional meetings, interaction with professional colleagues, and reading current literature in the field
• Abide by the NAIE Code of Ethics
• Be familiar with the RID Code of Professional Conduct
• Research technical educational vocabulary
• Attend school staff meetings as needed
• Familiarize themselves with the schools Policy and Procedures manual
• Participate at an IEP meetings as a member of the educational team, not as an Interpreter
• Serve as a consultant 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
• Provide academic support, such as tutoring DHH students in a variety of subjects under the guidance of certified teachers with materials provided by teachers
• Assist a certified teacher in preparing teaching materials, bulletin boards, making copies, etc. during a time that would not interfere with the student’s access to instructional needs.

Benefits

• Eligibility is based upon hours worked and can be reviewed during your interview.
• Benefit information can be found online at http://www.goshenschools.org/hr

What This Job Offers

• Job Type: Full-time
• Career Level: Entry Level
• Education Level: No Education Listed