Hi There!
Preparing
School
Interpreters
Project
School Interpreting Website & Portfolio
I'm Megan, as seen being signed to the left with my sign name, an M handshape on the cheek. Welcome to my School Interpreting Series (SIS) website and portfolio. I am a recent graduate of the University of Northern Colorado's American Sign Language-English Interpreting program, where I participated in the Preparing School Interpreters Project and completed a concentration in school interpreting. I decided to become an interpreter because I believe that access to communication is a fundamental human right, and I want to support the Deaf community's access to communication. In the classroom, this translates directly into the right to information and equitable access to education. I want to work in schools because Deaf and Hard of Hearing students deserve the very best that interpreters can offer, and I take that responsibility seriously.
First published in the Fall of 2024, this website serves as evidence of my growth as I work through the SIS courses and gain mastery of the 10 SIS Competencies outlined in the University of Northern Colorado's Preparing School Interpreters Project (PSI, 2024). Please see a full list of the Competencies below. This website will demonstrate my knowledge of the skills and attitudes required of an effective and collaborative practitioner in the K-12 setting. Through the use of an adaptation of the University of Edinburgh's 5R Framework for Composing a Reflection (2018, as cited in PSI Project, 2023) and an adaptation of Kember et al.'s Reflection Continuum (2008, as cited in PSI Project, 2023), my work will showcase critical thinking and a commitment to lifelong learning. Thank you for visiting my portfolio.
Updated Fall 2025
About this School Interpreting Website
The School Interpreting Website is a cumulative, integrative learning experience in which I, as the creator, demonstrate my achievement of the School Interpreting Series Competencies by showcasing myself as a systems-thinking interpreter prepared to work in K–12 educational settings. This website serves as my capstone assignment for the School Interpreting Series, a 6-course concentration in educational interpreting, within the ASL–English Interpretation BA program at the University of Northern Colorado.
From 2021 to 2025, the School Interpreting Website was maintained as part of the School Interpreting Series (INTR 430–435), under the Preparing School Interpreters (PSI) Project at the University of Northern Colorado. The PSI Project, funded by the Office of Special Education Programs [Grant H325K210024, 2021–2026], aimed to prepare highly qualified interpreters for school-based work.
The School Interpreting Series, a set of specialized courses, was designed to equip interpreters with the knowledge and skills needed to meet the unique demands of K–12 education. The School Interpreting Website, an integral part of this vision, supports future interpreters (like me!) in becoming effective, collaborative, and student-centered professionals who help foster accessible and equitable learning environments for deaf and hard of hearing students through interdisciplinary and systems-thinking approaches.
This School Interpreting Website serves multiple purposes:
-
A personal portfolio to document and showcase my individualized growth and learning.
-
A resource hub offering curated tools, research, and best practices for school interpreting.
-
A framework for reflection and skill-building aligned with the specialized demands of educational interpreting.
Through self-created artifacts, structured learning experiences, and real-time applications, this website contributes to the broader mission of the PSI Project: to improve outcomes for deaf and hard of hearing students by preparing interpreters who are knowledgeable, reflective, and responsive members of the educational team.
SIS Competency 1
Analyze educational laws, state regulations, and school protocols that influence U.S. public educational systems and structures, ultimately impacting deaf and hard of hearing students and the support provided by educational professionals. (Knowledge)
SIS Competency 2
Integrate child and language development knowledge into the educational experiences and interactions of a diverse body of deaf and hard of hearing students across their academic years. (Knowledge, Skill, & Attitude)
SIS Competency 3
Enact the roles and responsibilities of a school interpreter as a Related Service Provider guided by the educational plan that supports the deaf and hard of hearing student’s needs and under the guidance of assigned school personnel. (Knowledge & Skill)
SIS Competency 4
Collaborate with educational professionals, respecting the collective contribution of the different roles and responsibilities in schools, serving the unique educational needs of each deaf and hard of hearing student. (Knowledge & Skill)
SIS Competency 5
Enact interpreting and other related services guided by the educational system, framed by learning theories, and influenced by the practices of the educational team in support of each student’s access and interactions. (Knowledge & Skill)
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (Skill)
SIS Competency 7
Advocate respectfully for working and learning environments that result in conditions that foster individual student success and empowerment. (Knowledge & Skill)
SIS Competency 8
Explore one’s own positionality and intersectionality as an individual, Related Service Provider, and educational team member within the educational system and with diverse colleagues, the student body, and the families of deaf and hard of hearing students. (Attitude)
SIS Competency 9
Cultivate an understanding of current educational issues that continually elevate the current practices, interactions, and contributions of a school interpreter as a Related Service Provider on the educational team and within the educational system. (Knowledge & Skill)
SIS Competency 10
Participate in academic activities that lead to the post-graduation pursuit of professional credentials, professional development in education and interpreting, and supervision and accountability. (Knowledge, Skill, & Attitude)
References
Kember, D., McKay, J., Sinclair, K., Kam, F., & Wong, Y. (2008). A four-category scheme for coding and assessing the level of reflection in written work.
Assessment & Evaluation in Higher Education, 33(4), 369-379.
PSI Project. (2023). 5R Framework for Reflection. University of Northern Colorado. https://www.unco.edu/psiproject/si-website/5r-framework.aspx
PSI Project. (2024). About the PSI project. University of Northern Colorado. https://www.unco.edu/psiproject/about-psi/#sis-competencies
The University of Edinburgh. (2018, November 5). The 5R framework for reflection. Reflection Toolkit.
https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/5r-framework
GIF Signing Art by Alex Quechol
Love the appearance of your website.