My name is Megan Kupec (she/her), and I am a graduate of the University of Northern Colorado’s American Sign Language–English Interpreting (ASLEI) program. I am grateful to have had the opportunity to be an online student in the program, allowing me to continue my education while living in Seattle, Washington. Outside of interpreting, I enjoy traveling, crafting, exploring new places with my husband, spending time with my niece, and spoiling my cat, Goose.
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I am grateful to have been an OSEP Scholar and a participant in the Preparing School Interpreters Project, which strengthened my preparation for educational interpreting. My time in the SIS program challenged me to move beyond technical skill and to examine how systems, laws, collaboration, and personal values shape access for deaf and hard of hearing students.​​​
Photo by Caroline Catlin
Beyond coursework, mentors, Deaf community members, and classroom observations have shaped my development. These experiences encouraged me to reflect not only on what I do as an interpreter, but on who I am becoming in this work. I have learned that competence requires humility, curiosity, and a commitment to continued growth long after formal education ends.​
As I transition into professional practice, I carry both gratitude and ambition. I am committed to contributing to collaborative school teams and providing high-quality services for deaf and hard of hearing learners. I view this profession not as a destination, but as an ongoing process of learning, reflection, and responsibility to the students I serve.​
This page introduces me through a snapshot of my academic experiences, why I want to become a K-12 interpreter, my ties to the community, and how my Myers-Briggs personality results will impact my approach to the work.​
About Me
Click here to jump to a section: academics, school interpreting journey, community ties, & Myers Briggs Personality Test Results.
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Academics
I am a graduate of the University of Northern Colorado. My academic experiences include:​
Major & Minors
UNC:​
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ASL - English Interpretation (major)
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ASL- (minor)
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School Interpreting Series (concentration)​​
Northern Virginia Community College:
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Career Studies Certificate in American Sign Language received in 2022
INTR 430
Taken Fall 2024
Introduction to School Interpreting
This course introduced the educational system in which K–12 interpreters work as members of the educational team. It established the foundation for the SIS series by addressing the roles and responsibilities of school interpreters; the laws and systems that shape a student’s education; principles of child development; instructional goals and curriculum design; and the historical context of public education, special education, and deaf education.
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INTR 431
Taken Spring 2025
Systems and Structures for School Interpreting
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This course deepened my understanding of school systems and structures at the federal, state, and district levels. We examined student intersectionality, the many factors that influence learning, and instructional approaches teachers may use in the classroom. Building on concepts introduced in INTR 430, this course strengthened my understanding of the educational system in which I will practice.​​
INTR 432
Taken Fall 2025
An Interdisciplinary Approach to School Interpreting I
This course emphasized ethical decision-making in school settings. Through realistic case scenarios and peer discussion, I practiced analyzing complex situations and evaluating multiple approaches. We continued examining what it means to function as a collaborative member of the educational team while working within the requirements of the Individuals with Disabilities Education Act (IDEA) and the framework of Individualized Education Plans (IEPs). The course deepened my understanding of the impact school interpreters have within the K–12 system while further developing my interpreting skills.​
INTR 434
Taken Spring 2026
An Interdisciplinary Approach to School Interpreting II
As the final skills course in the SIS series, INTR 434 provided the opportunity to apply cumulative learning to realistic skill-based scenarios that mirror live classroom settings. Building on prior coursework, I further developed competence in ethical decision-making, systems thinking, and collaboration with educational team members. My understanding of the legal and historical contexts of deaf education also deepened, strengthening my preparation to work effectively within the K–12 system.​
INTR 433
Taken Fall 2025
Childhood Development for Interpreting
This course examined the linguistic, cognitive, social, and emotional milestones children experience across developmental stages and how those stages inform an interpreter’s approach in the classroom. We also engaged in a deeper study of the IEP process and explored assessment contexts in which interpreters may participate as members of the IEP team. I developed a clearer understanding of the interpreter’s role as a related service provider, including responsibilities that extend beyond the act of interpreting. The course also supported preparation for the EIPA: Written exam through application of the EIPA standards and structured practice assessments.​
INTR 435
Taken Spring 2026
Program to Practice for School Interpreting
Program to Practice provided the opportunity to refine this portfolio for final evaluation and to present it as evidence of my professional readiness for school-based interpreting. The course also supported reflection on the culmination of my learning and preparation for professional interviews. ​
School Interpreting Journey
When I began learning ASL and during my first year in UNC’s American Sign Language–English Interpreting program, I was certain I did not want to become a school interpreter. I imagined myself working in community settings, yet I felt an underlying uncertainty about that path.
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During my first summer semester, I relocated to Colorado for an intensive in-person session and enrolled in a course taught by two faculty members with extensive experience in K–12 interpreting. A classmate who was actively working as a school interpreter regularly shared her experiences. Over the course of those four weeks, I found myself asking more questions about school interpreting and becoming increasingly intrigued by the complexity of the classroom environment. I was struck by the wide range of linguistic, cognitive, and relational demands present in K–12 settings.
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The following semester, interpreter observations were required. I chose to challenge myself by observing in the very setting I had once ruled out. I was connected with a member of the interpreting team at TOPS K–8 in Seattle. By the end of that day, my perspective had shifted. I was energized by the pace of the classroom, the collaboration between interpreters and teachers, and the intentional effort to create accessible learning environments. The sense of community at TOPS K–8 left a lasting impression.
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That experience marked a turning point. I began to see school interpreting not as a limitation, but as a space of meaningful impact and shared responsibility. Receiving the OSEP grant and participating in the SIS program allowed me to intentionally pursue this path and develop the skills necessary for educational settings. What began as uncertainty has grown into purpose, and I look forward to continuing to grow within the dynamic and demanding world of K–12 interpreting.
Community Ties
Throughout my time in Seattle, I have become actively involved in the local Deaf community. Through attending events and volunteering, I have built relationships that I am committed to continuing. One organization I have volunteered with on numerous occasions is Deaf Spotlight, a nonprofit that champions Deaf artists in my community. My work with Deaf Spotlight has not only allowed me to serve the community but also to build meaningful connections with Deaf artists and advocates. I am deeply grateful to the Deaf friends and mentors who have shaped my growth; their patience and generosity have been instrumental in my development.
Observing at TOPS K–8 connected me with experienced school interpreters who supported and encouraged me as I completed my degree. Their willingness to open their classrooms strengthened my understanding of the collaborative nature of school interpreting. I look forward to building similar professional relationships as I begin my career in Seattle.
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I am a student member of the National Association of Interpreters in Education, the Registry of Interpreters for the Deaf, and the Washington State Registry of Interpreters for the Deaf (WSRID). These organizations have shaped my experience as a student, and I look forward to continuing my involvement with them as I transition into professional practice. In Washington state, there is ongoing advocacy to establish a four-year Interpreter Training Program, and I am eager to continue contributing to those efforts. For additional information, please see the update under the Interpreter Qualifications Entry on my Newsfeed page. Alongside these efforts, I plan to connect with other new professionals in the area and collaborate with WSRID to continue developing more consistent networking opportunities for emerging practitioners.
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As the daughter of a teacher, I have always felt drawn to schools and have long valued education. While I once believed my role in K–12 settings ended at graduation, I now see my return to schools as purposeful. Serving as a school interpreter allows me to contribute to educational communities in a role that feels both unexpected and deeply meaningful.
Myers-Briggs Personality Results
After taking the 16 Personalities Myers-Briggs Personality Test from NERIS Analytics Unlimited, I learned that my personality type is INFJ-T, or the Advocate (16 Personalities, n.d.). My results show me that I am
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Introverted- "You likely prefer fewer, yet deep and meaningful, social interactions and feel drawn to calmer environments."
Intuitive- "You’re likely very imaginative and open-minded, focusing on hidden meanings and distant possibilities."
Feeling- "You likely value emotional expression and sensitivity, prioritizing empathy, social harmony, and cooperation."
Judging- "You’re likely organized, decisive, and thorough, valuing structure and planning over spontaneity."
Turbulent- "You’re likely self-conscious, sensitive to stress, success-driven, perfectionistic, and eager to improve" (NERIS, 2025).
These results did not surprise me. Over the past several years, I have spent significant time reflecting on my personality and how I respond to situations. I am highly attuned to others’ emotions, which allows me to approach relationships with empathy and compassion. I am also introspective and self-aware, regularly evaluating whether my actions align with the growth I aim to achieve. I hold strong personal values and seek meaning in the work I pursue. I am motivated by a desire to contribute positively and build meaningful connections.
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At the same time, I am susceptible to intense self-criticism and perfectionistic tendencies. I can avoid conflict, struggle to release situations once they have passed, and overcommit by prioritizing others at the expense of healthy boundaries. I may also become attached to how I believe something should unfold and feel disappointed when reality differs from that expectation.
Professionally, traits such as ambition, motivation, and a desire to lead influence my approach to school interpreting. My emotional attunement strengthens my awareness of classroom dynamics and supports thoughtful collaboration with students, teachers, and team interpreters. My commitment to growth motivates me to seek feedback and continuously refine my practice. An open mind and creative problem-solving support my ability to navigate the varied demands of K–12 environments.
Perfectionism remains my most significant area for growth. Interpreter training required me to confront the ways perfectionism can interfere with presence and adaptability. In educational settings, mistakes are inevitable. I have learned that effective practice depends not on flawless performance, but on recovering quickly, maintaining focus on student access, and continuing forward without internalizing every misstep. Through personal reflection and mentorship, I am actively working to manage perfectionistic tendencies so they do not undermine my effectiveness.
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Relatedly, becoming more comfortable with conflict and criticism is an area I continue to develop. As a school interpreter, I must remain receptive to feedback and prepared to engage in professional dialogue when necessary. Strengthening appropriate assertiveness and resilience will allow me to contribute more confidently as a member of the educational team.
I also recognize a strong tendency toward the “helper” role, as Cherry (2024) describes the INFJ personality. While compassion and advocacy are strengths, overidentifying with helping can unintentionally undermine student autonomy or blur professional boundaries. I am learning to pause before stepping in, assessing whether support is appropriate and whether my involvement promotes independence rather than dependence.
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As an introvert, collaboration sometimes requires intentional effort. I continue to challenge myself to actively participate in team discussions and meetings so I can contribute meaningfully rather than retreat into observation. Awareness of this tendency helps me monitor how I show up within educational teams.​
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​These areas of growth stem from qualities that also drive my commitment to thoughtful, responsible practice.
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​Revisiting my personality profile at this stage of professional development has reinforced both my strengths and areas for continued growth. Understanding these patterns allows me to approach school interpreting with greater intentionality. Rather than defining me, this framework offers insight into how I can leverage my strengths while remaining accountable to ongoing development as a practitioner.
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)
References
16Personalities. (n.d.). INFJ personality. https://www.16personalities.com/infj-personality
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Cherry, K. (2024, May 20). INFJ: Introverted, intuitive, feeling, judging. Verywell Mind.