Sign Language Interpreter, Special Education

Position Title: Sign Language Interpreter, Special Education

Assignment Location: Thomas Jefferson High School, Bloomington MN to support the Deaf and Hard of Hearing Itinerant Program 

Hours per Day: 7.5 hours

Schedule: 7:30 AM to 3:00 PM 

Anticipated Start Date: ASAP

Starting At: Salary dependent on degree, certification, and experience as indicated in the Interpreters Contract
 

POSITION OVERVIEW:

Under the supervision of the program’s assistant director/principal, a sign language interpreter provides students who are deaf and hard of hearing with sign language interpreting services in elementary and/or secondary settings in school districts’ locations within Dakota County. As part of a team environment, Interpreters work to establish and maintain effective communication with students, teachers, and other staff by maintaining confidentiality within the team and supporting communication between team members. One may provide in-service training to teachers, students and other consumers, and use one’s general knowledge of classroom subject matters, materials, and media, standard district rules, regulations and policies, child and language development, and knowledge of assistive listening devices and Deaf and hard of hearing cultures to provide the optimal access to interpreted messages. The sign language interpreter role is performed following District policy and State/Federal Laws.

RESPONSIBILITIES:
 

• Provide students who are deaf and hard of hearing with sign language interpreting services in elementary and/or secondary settings in local school districts’ locations within Dakota County.
• Follow program direction as provided by the program supervisor; meet to prepare for assignments and ensure effective interpreting and transliterating services.
• Adapt physical conditions to optimized students’ visual access to interpreted message in instructional settings.
• Prepare for interpreter duties by studying subject matter, meeting with teachers and instructors and practicing related sign vocabulary.
• Adhere to the code of conduct for educational interpreters.
• Become aware of students’ language and skill levels, ensuring appropriate interpreting techniques; review and facilitate students’ individualized education plans as appropriate.
• Performs classroom assistance, tutoring and supervision of students when not performing interpreting duties.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in program assignments, training/in-service as determined by the special education supervisor, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 

1. Demonstrated skill and certification in expressive and receptive sign language interpreting. NAD/ACCI, EIPA or RID certification preferred. Provisional Certificate required.
2. Experience interpreting or transliterating, with experience interpreting or transliterating in an educational setting preferred.
3. Ability to work as a team player, accept a variety of interpreting assignments at different locations when assigned, and support the development of student consumers’ language, communication, self-advocacy, and other developmental needs in collaboration with other educational  team members
4. Willingness and ability to work with students receiving special education services.
5. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
6. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 

1. Ability to handle up to 25 pounds of exerted force.
2. Frequently requires standing, speaking or hearing, using hands to finger, handle or feel, and repetitive motions, sitting, and reaching with hands and arms.
3.  Occasionally requires walking, stooping, kneeling, crouching or crawling, pushing or pulling, and lifting.
4. Ability to tolerate sudden jarring movement.
5. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels and to receive detailed information through oral communications and/or to make fine distinctions in sound.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy. 

DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)

• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.

 
Strategic Directions (= Focus of Our Improvement Efforts)

• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices

 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/

Intermediate School District 917 is an equal opportunity employer