Sign Language Interpreter

Basic Function

Under the direction of an assigned supervisor, provide interpreting and other support services to deaf and hard of hearing individuals in a variety of settings in order to facilitate communication among peers, faculty, staff, parents and others; participate in meetings as a member of the educational team as assigned.

• Provide expressive and receptive interpretation and transliteration in American Sign Language, manually coded signed English systems or oral interpreting for the deaf and hard of hearing students in a variety of settings related to the educational program; utilize the register appropriate to the language and intent of the speaker.
• Communicate with classroom teacher to identify special needs and make suggestions regarding environmental changes to enhance instruction for deaf and hard of hearing students; monitor and review progress of student with designated Deaf and Hard of Hearing Program personnel and classroom teachers.
• Tutor individual and small groups of Deaf and Hard of Hearing students to reinforce instructional concepts using tutorial strategies and techniques under the supervision of the teacher; monitor and review student progress.
• Assist the classroom teacher in the use of supplemental instructional materials and audio‑visual aids and equipment including TTY, closed captioning equipment, computer and assigned software.
• Translate information simultaneously during classroom or other presentations or activities including assemblies, videos, tapes and story reading; interpret student questions and responses as assigned.
• Serve as a resource to school staff, parents and guardians regarding issues related to deafness; assist with orientations to hearing students and staff as directed.
• Attend and participate in training and staff development programs.
• Maintain current knowledge of District and program policies and procedures; assure compliance with related laws, rules, regulations and guidelines of assigned program.
• Perform related duties as assigned.

• Knowledge of American Sign Language and sign vocabulary used in an educational setting.
• Knowledge of the Code of Ethics for Interpreters and Translators.
• Knowledge of appropriate use of spoken and written English including spelling, vocabulary and grammar.
• Knowledge of deafness and its effect on language development in deaf and hard of hearing individuals.
• Knowledge of community resources available to the deaf and hard of hearing.
• Knowledge of basic concepts of child behavior, growth and development.

• Provide interpreting and other support services to deaf and hard of hearing individuals in a variety of settings in order to facilitate communication among peers, faculty, staff, parents and others; participate in meetings as a member of the educational team as assigned.
• Sign and reverse sign rapidly and accurately using oral and manual forms of communication in order to make verbatim or paraphrased translations.
• Convey abstract concepts and technical terminology in American Sign Language.
• Work effectively with students, teachers, parents and others.
• Speak clear, grammatically correct English.
• Understand the special problems and needs of hearing impaired students and evaluate pupil progress.
• Establish and maintain cooperative and effective working relationships with others.
• Understand and follow oral and written instructions.
• Operate various instructional and office equipment.

• Passage of the PUSD examination for this classification.
• 48 college/university semester units or equivalent quarter units.
• Completion of an interpreter training program issued by an authorized agency or community college or university.
• One year experience working with deaf or hard of hearing individuals.

• Valid California driver’s license.
• Valid certificate of proficiency issued by the Registry of Interpreters for the Deaf.

Indoor and occasional outdoor work environment.

• Dexterity of hands and fingers to interpret for the deaf and hard of hearing.
• Continuous use of elbows, shoulders, neck, back, lips and/or jaw.
• Sitting or standing for extended periods of time.
• Hearing and speaking to exchange information and make presentations.
• Seeing to monitor students in the classroom.

• Contact with dissatisfied or abusive individuals.