PRIMARY FUNCTION: This position is responsible for being the interpreter for deaf/hard-of-hearing students and for providing other support services to those students to

facilitate communication between hearing impaired students and the

classroom teacher, their hearing peers, and other school system personnel.

REPORTS TO: Principal (with daily direction from the classroom teacher)

SALARY SCHEDULE: G-15

WORK DAYS: 200

REQUIREMENTS:

1. Education Level: High school diploma; Valid Georgia Interpreter License

Preferred: Bachelor’s Degree and college coursework in sign language; RID Certification

ESSENTIAL DUTIES:

1. Communication

   a. Provide interpreting and/or transliterating services for deaf and

   hard-of-hearing hearing students

   b. Facilitate communication through the use of sign language, spoken

   English, cultural mediation, and knowledge about accessibility

   c. Interpret within

   i.   Social and academic settings

   ii.  Direct and overheard conversations

   iii. Class instruction, lectures, and tests                                                                                                                  iv. Extracurricular activities, parent meetings, assemblies, etc.

2. Confidentiality

   a. Keep all assignment-related information strictly confidential

   b. Encourage staff members to collaborate with each other instead of

   using the interpreter as a source of information

   c. If requested, give information to the Individualized Education Plan

   (IEP) team about the student’s skills regarding use of interpreting

   services

3. Professionalism

   a. Follow the NAD-RID Professional Code of Conduct

   b. Render the message faithfully, always conveying the content and

   the spirit of the speaker, using the language most readily

   understood by the student

   c. Function in a manner appropriate to each interpreted situation,

   demonstrating professional appearance, conduct, and promptness

   d. Further knowledge and skills through participation in workshops,

   professional meetings, interaction with professional colleagues,

   and reading current literature in the field                                                                e. Maintain high professional standards by virtue of certification

4. Other Student-based Responsibilities

   a. Provides guidance to the educational staff in the correct methods

   for note taking and captioned materials for the hearing impaired

   students.

   b. Participates in educational team meetings, including the

   development and review of the Individualized Educational Plan,

   especially to provide insight on the success of communication

   strategies.

   c. Assists in providing orientations to deafness for hearing students

   and staff.

   d. Meets all staff development training required by state law and state

   standards.                                                                                                                      e. In the absence of the student being served, educational interpreter may be reassigned by school principal to any appropriate special education staff at that school.

5. Performs other duties as necessary for the effectiveness of the organization, ethical practices, and professional memberships.

TERMS OF EMPLOYMENT

Incumbents will be considered “at will.” Appropriate pay will be determined based on the Grade as determined by Human Resources and allowable experience. This is a 200 day position. Grade 15, NON-EXEMPT

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE   Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.