STOKES COUNTY SCHOOLS JOB DESCRIPTION

JOB TITLE: EDUCATIONAL INTERPRETER EXCEPTIONAL CHILDREN SERVICES

GENERAL STATEMENT OF JOB

 

The Educational Interpreter performs interpreting in the educational setting and/or

school-related activities for students who are deaf or hard of hearing. Daily directions are

provided by the general education teacher and /or the teacher of the deaf. The employee directs

any concerns regarding job function or student performance to the appropriate staff members.

The employee reports to the teacher of the deaf and hard of hearing, the principal, the Program

Specialist, and/or the Director of Special Programs.

 

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

• Acts as a support for the Deaf and Hard of Hearing Teacher to enhance the success of

the Hearing Impaired Program.

• Facilitates communication between the student and his peers and the student and adults

in the school environment.

• Studies the content of the lessons prior to class to ensure accurate representation of the

lesson. Tutors students who are deaf or hard of hearing under the direction of the

teacher.

• Provides feedback to teachers upon request.
• Serves as liaison to promote positive and cooperative relationships within the school

environment.

• May teach beginning sign language to students and/or staff.
• Performs other related work requested by the Deaf and Hard of Hearing Teacher,

Regular Education Teacher, and/or Administration.

 

MINIMUM TRAINING AND EXPERIENCE

• Educational Interpreter I - Educational Interpreters with an associate’s degree in

Educational Interpreting or a related field from an accredited program who have received

a passing score of 3.3 or higher on the Educational Interpreter Performance

Assessment. To maintain employment the educational interpreter must meet the

requirements for Educational Interpreter II within three years of employment.

• Educational Interpreter II - Educational Interpreters with an associate’s degree in

Educational Interpreting or a related field from an accredited program who have received

a passing score of 3.5 or higher on the Educational Interpreter Performance Assessment

and a minimum of three years of experience in the educational setting.

• Educational Interpreter III - Educational Interpreters with an associate’s degree in

Educational Interpreting or a related field from an accredited program who have received

a passing score of 4.0 or higher on the Educational Interpreter Performance Assessment

or hold a national certification and a minimum of five years of experience in the

educational setting.

• Educational Interpreters must complete 20 hours of professional learning related to

interpreting, annually.

 

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

TO PERFORM ESSENTIAL JOB FUNCTIONS

• Physical Requirements: Must be physically able to operate a variety of automated office

machines including computers, typewriters, calculators, printers, copiers, etc. Sedentary

work involves sitting most of the time but may involve walking or standing for periods of

time.

• Data Conception: Requires the ability to compare and/or judge the readily observable,

functional, structural, or composite characteristics (whether similar to or divergent from

obvious standards) of data, people, or things.

• Interpersonal Communications: Requires the ability to speak and/or signal people to

convey or exchange information. Includes receiving instructions, assignments, and/or

directions from supervisors.

• Language Ability: Requires the ability to read correspondence and reports. Requires the

ability to speak to people with poise, voice control, and confidence.

• Intelligence: Requires the ability to apply rational systems to solve practical problems

and deal with a variety of concrete variables in situations where only limited

standardization exists; to interpret a variety of instructions furnished in oral, written,

diagrammatic, or schedule form. Verbal Aptitude: Requires the ability to record and

deliver information, explain procedures, to follow oral and written instructions. Must be

able to communicate effectively and efficiently in standard English. Include as necessary

any professional language.

• Numerical Aptitude: Requires the ability to utilize mathematical formulas; add and

subtract totals; multiply and divide; determine percentages and decimals, and to apply

the theories of algebra/statistics.

• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and

shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly

and accurately in using automated office equipment or tools of the position.

• Manual Dexterity: Requires the ability to handle a variety of items, office equipment, etc.

Must have minimal levels of eye/hand/foot coordination.

• Color Discrimination: Does not require the ability to differentiate between colors and

shades of color.

• Interpersonal Temperament: Requires the ability to deal with people beyond giving and

receiving instructions. Must be adaptable to performing under minimal levels of stress

and when confronted with persons acting under stress.

• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or

exchanging ideas by means of spoken words. Hearing: perceiving the nature of sounds

by ear). Must be able to communicate via the telephone.

 

KNOWLEDGE, SKILLS, AND ABILITIES

• Competence in the communication modality used by the student who is deaf or hard of

hearing. Competence in English grammar, including syntax, spelling, and punctuation.

• Working knowledge of typical language development.
• Strong interpersonal skills relating to students and adults
• Working knowledge of subjects being interpreted.
• Understanding of deafness and its impact on language development.
• Skill in expressive interpreting at a rate commensurate with conversational speech and

class lectures.

• Adequate reverse interpreting skills while maintaining the integrity of the message.
• Ability to support and work as a member of the educational team

 

 

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 of employees for this job.