If an applicant has National Certification, their contract would be paid from the ten-month teacher scale.
This position is posted for both Hillsville Elementary and St. Paul School. This is aone year only position.
PRIMARY FUNCTION:
To facilitate communication between hearing-impaired students, their teachers, and others.
QUALIFICATIONS:
- Hold a high school diploma or GED certificate. Postsecondary education or completion of interpreter training program preferred.
- Achieved the Virginia Quality Assurance Screening Level (Level 2 after July 1, 1992; Level 3 after July 1, 1995) or certification from the National Registry of Interpreters for the Deaf.
- Educational interpreting experience preferred.
- Demonstrated ability in sign language interpreting, other expressive and receptive skills. .
- Have demonstrated the professional and personal characteristics necessary for working effectively with students, school personnel and members of the community.
REPORTS TO: Principal and Director of Special Education
PERFORMANCE RESPONSIBILITIES:
- To interpret for the assigned student(s).
- To facilitate communication as accurately as possible without editing the message or interjecting personal opinion.
- To communicate the student’s signed message in English when voice interpreting.
- To provide interpreting for students in other instructional and interactive settings during the school day such as meetings with guidance staff, tutoring sessions, meetings with administrators, assemblies, and teacher conferences.
- To function as a member of the educational team for hearing-impaired students.
- To conduct orientation sessions for mainstream teachers regarding the role of the interpreter and classroom adaptation needed.
- To notify the classroom teacher of any problems that may hinder the interpreting process.
- To follow state and federal mandates regarding services for hearing-impaired students.
- To orient hearing-impaired students regarding the role and use of the interpreter.
- To perform other related work as required.
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