Interpreting Skills
This Interpreting Skills webpage demonstrates my skill to produce interpretations that supports student success and inclusion in various educational settings. The interpreting products are shaped by the educational team member's efforts and the educational theories and practices behind these efforts (C5).
Additionally, the products show my ability to base the interpretations on ethical decision-making, systems thinking, professional guidelines, educational team members' roles and responsibilities, and students' needs (C6). By combining technical skills with practical professional knowledge and decision-making, the interpretations and associated documentation show my ability to produce accurate and effective interpreting services to different deaf, hard of hearing, and hearing consumers present in educational environments.
School Interpreting Series (SIS) Standards
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (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)
This page includes the best interpretations for:
-
Elementary Level
This page also includes a review of my initial EIPA feedback, an overarching assessment of the interpreting skills, an overarching reflection, and references.
Initial EIPA Feedback
In the summer of 2024, before I started the SIS classes at UNCO, as a first step in the PSI Project, I had the opportunity to take a practice Educational Interpreter Performance Assessment (EIPA). The EIPA consists of the written test and the performance test. I completed the performance test. The EIPA is a tool that assesses an interpreter's ability to interpret the classroom discourse into sign language and the student's sign language into spoken language (EIPA, n.d.).
The National Association of Interpreters in Education (NAIE) has noted that a qualified school interpreter should receive a minimum EIPA score of 4.0 out of 5.0 or hold national certification (NAIE, 2019). Not all states have adopted this guideline yet, but recently, my home state, Washington, has passed legislation that increased the minimum EIPA score from 3.5 to 4.0 (NAIE, 2025). This is a large step in the right direction, and it is my hope that more states follow suit and raise the standards for school interpreters so that Deaf and hard of hearing students have the most effective access to their education as possible.
My experience taking the practice EIPA was definitely memorable, as I had only been in classes teaching proper interpreting for 2 weeks when I took the test. Taking the EIPA provided an external evaluation of my language and interpreting abilities, which was reviewed with me by members of the PSI Project. I received the following initial feedback.
Roman I: Voice-to-Sign
-
Areas of Strength: Use of space, sentence boundaries and types, non-manual markers, verb agreement, and matching of student register were effective when information was less complex and dense.
-
Areas to Improve: When discourse became more complex, features such as prosody, register (especially the teacher's), stress and emphasis, and deeper analysis of the incoming message as it relates to the overall intent of the message suffered. Additionally, continuing to develop the ability to represent model space, employing classifiers, verb agreement, and comparative/contrasitive space to represent objects or topics and their respective actions or expansions will benefit interpretations overall.
-
In a K-12 setting, much of my work will be in the voice-to-sign modality, so keeping my skills sharp in this modality will be imperative moving forward. While it is important to note that this feedback is indicative of a starting point for me because it came at a time when I was just starting to learn how to interpret, it does point to some patterns that are still present in my work from time to time, and I can still work on improving those skills.
Roman II: Sign-to-Voice
-
Areas of Strength: Scores noted strength in the sentence types used and the ability to understand and match the signer's register. Comprehension of the message and fingerspelling are generally good, and most sentences and ideas are complete. The interpretation was presented with fair vocal and intonational features, and stress to emphasize important words or convey emotional intent was seen as an emerging skill.
-
Areas of Improvement: Comprehension of more complex and subtle non-manual behaviors and ASL morphology was not always accurate. There were some sentence fragments throughout the sample, and raters suggested that increased process time be used to fully grasp where the speaker is going before committing to the interpretation. At times, speech production was monotone, so being sure to match the speaker's grammar and emotional intonation accurately is a skill to work on.
-
Based on the scores, my Sign-to-Voice skills were stronger than my Voice-to-Sign skills. This is not surprising to me, and it is a pattern that I have continued to see in various feedback throughout the program. Anecdotally, I have heard from K-12 practitioners that they feel an extra effort is needed to keep their Sign-to-Voice skills sharp when working in the classroom, since they aren't typically used as often (of course, depending on their specific situation).
Roman III: Vocabulary
-
Areas of Strength: This Roman proved to be my highest-scoring section out of all by quite a wide margin. Strengths noted include a wide variety and a significant amount of vocabulary used within the sample, generally accurate fingerspelling with consistent, appropriate spelling of English words, and well-articulated production of numbers.
-
Areas of Improvement: The raters noted patterns of non-linguistic movements in my torso that should be reduced for clarity. Additionally, minimizing hesitations and improving prediction skills will make phrases more fluent rather than choppy in production. Taking a more deliberate approach with fingerspelling will also enhance the product. Fingerspelling, as seen in the sample, was used in a way more typical of a social setting. Increasing deliberate use of fingerspelling to highlight key terms in the classroom will be an imperative skill to hone moving forward.
-
It was encouraging to see the feedback I got in this Roman, as it showed that even though I was new to interpreting, I had a strong foundation in vocabulary. I am continuing to work on my skills in this area. Still, because my foundational skills were strongest in this area, I have been focusing most of my deliberate practice on other areas.
Roman IV: Overall Factors
-
Areas of Strength: Connection with the student (for the purposes of the test, the camera) was reasonably consistent. Use of eye gaze, indexing, naming, and gender identification, although inconsistent, added to the overall message when used. Finally, a sense of the whole message was developed when the message was less complex and many key concepts were integrated into the interpretation.
-
Areas of Improvement: The raters suggested that I spend more time processing and producing the interpretations conceptually, rather than word-for-word or sign-by-sign. The raters noted that as English messages became more complex or longer, interpretations became more sign-by-sign than conceptually accurate. Additionally, I should work to create an accurate spatial map to work with the discourse referents to maintain cohesion throughout the interpretation. In doing so, I will be better able to incorporate topicalization, classifiers, contrasting space, and pronominalization.
-
This Roman is among the most important because it marks what the student actually gets from the interpretation. This is a score that I want to improve the most the next time I take the EIPA. I think if I work to improve the other factors in my interpretation and focus on my spatial mapping, I will be able to improve my score in the Overall Factors section.
I had the opportunity to sit down with an EIPA expert to review my results. This was an extremely beneficial experience for me, as I gained a better understanding not only of how I can grow my skills but also of the test as a whole. When I took the test, I remember being really overwhelmed because it was the first time I had ever taken an interpreting test, and I was only a few weeks into my first official interpreting skills class. Now that I've been through the testing process and taken multiple interpreting skills classes, I am more confident in my ability to prepare for the test. I am planning to retake the EIPA after my internship in the spring of 2026.
Elementary Interpretation
Fall 2024: This interpretation is a sample of my work within the elementary school setting. The student consumer's name is Juan. He is a 1st Grader who uses PSE and wears bi-lateral cochlear implants. The lesson highlights the days of the week and works to solidify the concepts of today, tomorrow, and yesterday. Students are also assigned weekly jobs, which supports building responsibility in students. The teacher utilizes a variety of strategies to create the lesson. He uses visuals, modeling behavior, confirmation inquiry, and positive behavior intervention (Bowen, 2012).
Prior to starting the interpretation, I reviewed the Educational Assessment work that I completed with my group. Because we did a lot of analysis for this video, I had a good idea of the discourse and what the lesson was going to include. From my work in INTR 345, I know that one of the biggest areas I need to improve is my processing time. I have become overwhelmed with other assignments trying to keep up with the pace of the discourse, so I have been dedicating a lot of my prep time and practice to speeding up my processing time. I’ve found that I can do so much prep but because my processing time is slower, the overwhelm takes over and it feels like my prep goes out the window. Because of that, the majority of my prep time has been practicing with different source texts.
My experience with interpreting is very limited. Having just finished my second interpreting class, I do not have a lot of samples to present at this time. This sample is one of my only experiences interpreting elementary-level content. I suspect this video will not remain on my website for very long, as my skills will continue to grow and this will no longer be my best work. While I am looking forward to the opportunity to learn, grow, and one day replace this content, this artifact represents my best work at this time.
One of the strengths of the work in this video is my ability to match the energy and tone of the teacher. Being able to match the teacher's affect is an important aspect of any interpreting, but especially in school interpreting for younger children. Keeping the energy and affect of the consumer as a priority in my interpretations is a skill I will continue to hone in my time in this program, but I think that this is a good start. There are a lot of aspects of my work in this sample that could use improvement. Perhaps the most prominent piece of my work that needs improvement is my management of the interpreting task. Managing the main content of the lesson, including comments from the class, proved to be a little overwhelming for me. While the pace of the lesson was not very quick in the grand scheme of things, because of my longer processing time, it felt like everything was moving very quickly. This led to omissions and compromised the clarity of my product. One of my main goals at this time is to speed up my processing time, so with practice, I am sure that the demand of trying to manage the discourse will lessen. I look forward to seeing how improving these skills will impact my product as a whole.
Elementary Interpretation- Option 2
Spring 2025: This interpretation is a sample of my work within the elementary school setting. The student consumer's name is Shelby. She is a 3rd grader who is fluent in both English and sign language. She has a unilateral cochlear implant on her right side. Her parents encouraged her involvement in the Deaf community from a young age, and she is on grade level. By the end of the year, she will be tested for the 4th-grade gifted and talented class. Her favorite classes are math and science, and she loves school. Shelby uses an interpreter in class for support, but may work independently with less support from the interpreter for smaller group work.
The teacher is Ms. Barbie Brown. She has been teaching 3rd grade at Carter Elementary School for almost 25 years and was the district's teacher of the year in 2005. She has had interpreters in her class before and often provides prep materials for the interpreters. The lesson is based around similarities and differences between frogs and toads and focuses on being able to identify the main idea and finding supporting details. Ms. Brown emphasizes that she wants students to be able to tell her why the details they have chosen are supportive. Students work to find the main idea nd supporting ideas themselves, and then she creates a web in front of the class to tie the lesson and students' ideas together.
For my prep for this interpretation, I wanted to see how Deaf individuals discussed the topics in the brief. I searched for videos of Deaf signers discussing main ideas and supporting details to get a sense of how they utilized space and made the concepts more visual. I also spent some time considering Shelby and her background. I journaled a little bit about how I could make concepts clear visually while also supporting her continued English development. I thought a lot about sandwiching (fingerspelling, conceptual signings, fingerspelling), ways to include referencing, and approaches I might take when students are included in the discourse, and overlap potentially happens. Additionally, I thought about adjusting my lag time so that Shelby would have the opportunity to be involved in moments of participation, just like her classmates. In previous interpretations, I've had a pretty long lag time, and it wasn't always conducive to student participation. I wanted to be sure that I was working toward adjusting that in this interpretation.
I also considered Ms. Brown's potential approaches to achieving the goals of the classroom and lesson. I completed this interpretation before completing my Instructional Assessment, so looking back, I realize that I could have spent more time considering how my interpreting strategies can support the goals of the lesson. I look forward to considering these factors more in my next interpretation.
This interpretation is one that means a lot to me because I believe it marks somewhat of a turning point in my perspective of my skills. As seen in past reflections on my page, I have a history of being pretty hard on myself and having low confidence. I'm not quite sure what changed for this specific interpretation. Perhaps it was because I had to do it during a busy week, and I was tired, but it felt like most of the negative self-talk that usually fills up most of the space in my brain during an interpretation fell away. That freed up brain power to be able to think intentionally in the moment about what would best support an effective interpretation for Shelby. I was able to make decisions like when to fingerspell and expand, emphasize comparisons and contrasting ideas through the use of space and role shifting, and referencing the materials that Ms. Brown was using. I finished the interpretation, and even though it wasn't perfect, I felt satisfied with my work because I felt as though I was in control for the majority of the time I was interpreting. I also had fun completing the interpretation, so by focusing less on judging myself negatively in the moment, I was able to allow more creativity into the interpretation, and I think it served the overall work well.
My feedback from my instructor brought up some really interesting points, many of which I had not yet considered. One thing that I am going to look further into is Tiered Vocabulary. This is a concept I haven't heard of before, but as my instructor mentioned, being able to determine which level the terms being used in the classroom are is important, so that I can adjust my approach to match. For example, are there specific terms that should be fingerspelled repeatedly and expanded upon, or is fingerspelling and expanding on the concept once enough? I look forward to building my knowledge in this area and implementing it in my next interpretation.
Another concept that I hadn't heard of before was signposting. Along with this concept is providing more narration during moments in the classroom when the teacher is just observing students working. Both of these strategies add more information to keep the DHH student informed of what is happening in the classroom. With signposting, it can be clearer that it is the student's turn to either respond or begin working. With narration, the student is kept up to date with what the teacher is doing. Finally, I want to work on becoming more comfortable with teaching strategies like Initiate-Respond-Evaluate (IRE) and how my interpretation can better support that approach. I am going to continue thinking about this, but I look forward to working on all of these aspects.
Overall, my feedback was very rich, and I find myself going back to it often to continue processing it and thinking about how I can continue applying it to my work. This interpretation was a very positive experience for me and I am grateful for all of the opportunities to learn it provided me.
Middle School Interpretation - ASL to English
Spring 2025: This work serves as a sample of my work from ASL to English for an 8th grader's persuasive presentation on why families of deaf children should learn to sign. The student is trilingual (English, Spanish, and ASL) and has speech services as part of their IEP. The student has goals of attending Gallaudet University and becoming an ASL teacher, demonstrating that they are well integrated into Deaf culture, even though their family has not been involved in developing that part of their identity.
My prep for this interpretation was somewhat limited. I was provided a sample of the student's signing, so I could observe their signing style before starting the assignment. I considered many factors, including the vocabulary and register choices appropriate for the student's age. I found some dissonance in this because I had an idea of what I considered a middle schooler's register and working vocabulary to be. Still, the day before I filmed this interpretation, I observed an interpreter in a 9th-grade classroom and was shocked at the high-level discussions and language use I saw from the students. Of course, there was a year difference in the students' ages and abilities, but from what I remember from my days in middle school, it was much more sophisticated. In a perfect world, I would have had the opportunity to collaborate with the student and co-construct the message to ensure it aligned with what the student wanted presented.
By the time a student reaches middle school, it is essential to teach them how to work effectively with an interpreter and to gradually guide them toward what that might look like in the real world beyond the K-12 system. Having the opportunity to collaborate with the student before the interpretation would have been a great step toward that. Still, of course, the pre-recorded nature of the materials probhit that. This is something that I will continue to consider when I am working with real students in the classroom.
This interpretation shows strengths in using vocal tone and affect to help convey the consumer's goal. Emphasis is appropriately placed to highlight the student's key points and mirror the student's persuasive elements. Additionally, an appropriate amount of cultural mediation was used to clarify points for an audience with limited background knowledge of ASL. There are a few moments of choppy production when my processing needed more time. There were also a few sentences that felt slightly awkward due to lexical choices, but I was able to recover and continue the interpretation. As I continue to work on my voicing skills, I will focus on ensuring my sentences are complete, fluid, and natural, even when my processing takes extra time or effort.
.png)
Middle School Interpretation - English to Sign
Fall 2025: This work is a sample of an English-to-Sign transliteration prepared for a lesson on photosynthesis. The student was a 7th grader whose IEP called for transliteration services, but with visual and ASL language features integrated into the product. Based on the information provided, I decided to lean into the opportunity to practice transliterating and to attempt to match what I gleaned the student's needs to be. My goal going into the lesson was to maintain an English-based word order with English mouthing while also providing visual language features when I could, anchored in either concepts we had already worked on or the visuals the teacher had provided.
My prep for this interpretation was unique because we had required pre-teach assignments in which we established vocabulary and introduced concepts to the student before the lesson. Those videos are featured on my Roles and Responsibilities page and can be viewed under the Tutoring section. I hadn't gone through that process before, and seeing it through to fruition and interpretation was an enjoyable experience. Knowing that I had the pre-teaching background with the student greatly informed my approach during the interpretation. An example of this is how I didn't expand on certain concepts because I knew the student had the foundation that we had established.
This work isn't perfect. There are issues with flow and pacing at times. If I were to do it again, I would focus more on conceptual accuracy. However, I am proud of this work. I tried something new (transliteration) and was able to connect some moments of the interpretation to the teacher's PowerPoint. One example of this is the explanation of the hamburger photo. I was able to use the way I set up the space to mirror the image, supporting the student's overall visual access. This work also means a lot to me because it was very intentional. My decision-making aligned with what I envisioned the student needed, which is an essential connection because I am working with limited information and a fictional student. I also felt that it was one of the first times that I felt confident to stand in the decisions that I made because they were rooted in the IEP information I was provided. Of course, there is always room for improvement in the actual product, but I am proud of the intentions behind the approach that I took.
High School Interpretation
Fall 2024: The work below serves as a sample of my best secondary interpretation. Again, my interpreting skills are still developing, and my experiences with interpreting school content are still limited. I predict that this video will be replaced before graduation, as I know my skills and best work will look very different. The student consumer in this classroom is Emma. She is a 9th-grader who uses ASL and is from a multigenerational Deaf family. Emma is mainstreamed with interpreting services. She has no other need other than her deafness, which means the TOD does check-ins once a week with Emma. This prompted me to use language that was closer to ASL on the signing spectrum. Additionally, I knew that I would not need to make any other language adjustments because it was not reported that she had other disabilities (physical, learning, or cognitive) to consider.
Being that we have worked with this material before, I knew that after my analysis, I wanted to start warming-up the vocabulary words and the concepts on my hands again. As I was doing this practice, I realized that a lot of the choices I was making felt very similar to the previous interpretation that I did. I went back to that video and watched it to see that it was true and it seemed that I was stuck in certain ways to approach certain content. Noticing this, I went back to the discussion board where we all posted our videos and watched a few of my classmates’ videos. Seeing the different approaches helped my creativity open up again and I felt more ready in my ability to make different choices if I thought it would be more effective. One goal I had was to increase my processing speed, especially compared to the first recording of this content, and so I also practiced with other source materials.
Similarly to the elementary school interpretation, I know that my skills in processing and analysis need to improve to be faster. At this time, my brain is still putting a lot of time and power into all of the steps of the interpreting process; the steps are not automatic yet. Once they become a little more automatic, I use more of my brain power to consider other aspects that influence the interpretation such as discourse management, lesson goals and objectives, and student autonomy and learning preferences. These are all things I am considering now, but once managing the process becomes more overwhelming, they become slightly more secondary. I do think that I was able to match the teacher's energy and tone, making that part of the interpretation effective.
Adult Interpretation
Fall 2025: The work below serves as a sample of an interpretation within the school system between adults. The situation presented was a prospective family visiting a Deaf school for a tour as they considered enrolling their kindergartener. While on the tour, the kindergarten class was in gym class, so they stopped in to talk with the Kindergarten teacher about bilingual instruction. The family was a hearing grandmother who served as the DHH student's caregiver. Representatives from the school were also present on the tour, including the Student Support Liaison and the Resource Coordinator.
To prepare, I reviewed the prompt and considered each participant's goals and thought-worlds to try to predict how I might need to culturally mediate throughout the interpretation. I also applied systems-level thinking to predict vocabulary choices, register, potential turn-taking strategies, and other norms that might arise during interpretation.
A lot of my preparation was personal and not specific to the content. This interpretation was completed in the fall of 2025 and during that semester, I struggled to produce work that I was proud of. I had a lot of outside stressors, primarily from my job, that were sustained over a large chunk of the semester. I found that this really impacted not only the amount of time that I was able to put into prepping for my interpreting work, but also my capacity to problem-solve and be creative in the moment during interpretations. My bandwidth during interpretation assignments was severely limited and because of that, a lot of my work was less effective than I would have liked it to be.
This interpretation was the last one we had of the semester and I decided to try to let go of resulting negative self-talk and get back to some of the values that made me enjoy interpreting in the first place: creativity, flexibility, and play. In doing so, I was able to produce one of the most effective interpretations of the semester and start to make my way out of what my professor and I both had been describing as a "funk,"
Parts of the interpretation became less effective when I struggled to understand the message. This caused me to throw out my best attempt at matching what I was seeing, and while I wasn't always the most accurate, it didn't skew the message too much, and I was able to keep the speaker's primary points at the forefront of the discourse. However, when I was struggling to understand, some disfluent pauses in the middle of sentences popped up, or some unnatural-sounding English. Strengths that I saw in this interpretation include my ability to match the kindergarten teacher's affect and prosody. Additionally, I employed effective controls to manage turn-taking in the discourse by pausing the video. These strategies will look a little different when managing discourse in person, but I was pleased to have the opportunity to practice advocating for what I needed to be effective in interpreting in those moments. If I were to do this interpretation again, I would want to put a little more focus on matching my vocabulary to the setting. It's not that my vocabulary choices were inappropriate; I could have used more specialized vocabulary, especially related to phonics and literacy, which would have elevated the product even more.
Overarching Assessment of Interpreting Skills
Fall 2024: This fall, I completed my second interpreting skills class, INTR 345. My skills and processing ability are still emerging as I work through solidifying my understanding of Demand-Control Schema, Role-Space analysis, and how to move through the necessary stages of interpreting as a whole. While I am practicing these skills as much as I can, I think part of my improvement will depend on time. I am putting the time into practice, but a factor that is at play is my lack of experience and time interpreting. Until I have more time and experience with interpreting and my practice, I will not feel that this page is complete. I view the current videos as placeholders as I continue on this journey.
Spring 2025: As I mentioned in my reflection on the interpretation for Shelby in 3rd grade, I felt like my skills have seen improvement since the fall. At this point, I'm not sure if it is fully showing through in my product, but it felt different as I was interpreting, and I hope that I can replicate that brain space again for future interpretations. I feel encouraged to continue refining my skills and adding more layers as I practice. I look forward to seeing how my skills continue to improve as I get off my own back and allow myself to be creative and intentional in my work.
Fall 2025: This semester was difficult for me in terms of my interpreting skills, as I noticed issues with my processing and confidence. I know for sure that I definitely see a difference in the quality of my work when I shift my focus and intentions before starting the assignment. If I go into the assignment too consumed with what grade I might get or trying to be perfect, my bandwidth greatly diminishes. Instead of having the capacity to be creative during the interpreting, I can feel my processing begin to shut down. When I am more open to the process as a whole and to the discourse in the moment, I can produce work that is more grounded and effective. This work is deeply personal as it asks me to address many core beliefs that have become negative thought patterns. I am looking forward to continuing this work because I can see the positive impact it has on my interpreting product.
Overarching Reflection
Fall 2024: At this time, completing this page was very uncomfortable for me. The samples are labeled as my "best" work and while these videos are the only options I have right now to present, I had to do some work internally to accept that this page is a work in progress and that these videos are just placeholders until more effective work comes along. Solidifying that understanding for myself was an important step in my battle against perfectionism.
This overarching reflection asks me to consider how this work represents and demonstrates my competency in the SIS competencies. As I work to improve my ability to meet the basic demands of interpreting, I am not always the best at meeting the additional demands of school interpreting. I will continue working to improve my skills, and I look forward to the opportunity to add content to this page that truly demonstrates my best work, knowledge, and skills in the SIS competencies.
Spring 2025: Previous instructor feedback let me know that I was being fairly hard on myself during previous reflections. Looking back, I can see that. It is interesting to see my past reflections and previous work because I can remember how overwhelming it was at the time to do the work, turn around and analyze it, and then reflect on it here as well. It is nice to see the growth and look at it through that lens. Now that I am able to manage the process with less overwhelm, it is less of an emotional experience working through the analysis and reflections. I hope that this continues throughout the remainder of this program and even my career, as it creates a much more pleasant and educational experience.
I would say that this work shows emerging competence in the C5 & C6 areas. I am beginning to consciously bring concepts learned together to intentionally approach my interpretation. This includes recognizing important aspects of classroom discourse as the teacher chooses the strategies that best fit lesson objectives and adjusting my interpretation to match. I look forward to the rest of my SIS courses so that I can continue to grow in these competencies before graduation.
Fall 2025: This fall, I updated this page with more sophisticated artifacts, as I have applied more knowledge to my preparation and decision-making. I have a better understanding of how to adjust my product to meet consumer needs, especially when I am provided with information about a student's IEP and required support.
I am continuing to show emerging competency in C5 & C6 as I now feel more confident in my ability to make decisions as a practitioner based on the demands that are present for school interpreters, which includes working within the K-12 system and in line with the established IEP, and deciding which information to prioritize based on lesson and education goals. I will need to continue refining my skills in these areas, but it is encouraging to see the growth in my approach this semester.
References
Bowen, D. (2012, February 22). Kindergarten / 1st grade calendar time part #1.
https://www.youtube.com/watch?v=IwXyopaMmtw&t=334s
EIPA Classroom Interpreting. (n.d.) Assessments. https://www.classroominterpreting.org/assessments
National Association of Interpreters in Education [NAIE]. (2019). Professional guidelines for interpreting in educational settings (1st ed.).
National Association of Interpreters in Education [NAIE]. (2025). Washington: Standards for permanent credential. https://naiedu.org/washington/
OpenAI. (2025). Images generated by ChatGPT [AI-generated image]. Not publicly available.
PSI Project. (2024). About the PSI project. University of Northern Colorado. https://www.unco.edu/psiproject/about-psi/#sis-competencies
Massachusetts DESE. (2015, October 27). 9th Grade biology [Video]. YouTube. https://www.youtube.com/watch?v=g9kyl_WPFhU
I loved seeing this progression of growth, especially as someone who has been with you for about a year and can see the skill coming through. For all of us in the work of self-improvement, it feels a lot like a seed that you plant and water and wait - thinking it's never going to sprout. Then, all of the sudden it's poking out of the soil...and then the next day it has a stem and then a leaf! You are doing it and I see the bud of a flower right now! Summer will make you bloom!
Ms. Megan, I think you are a bit harsh with yourself in your perception of skill. While your best work will continue, this is where you are, and the next set can show growth. Use these examples as reflective practice. What demands were occurring in the moment? In the next interpretation, you can compare and share personal and professional growth. Talk to yourself as you would another professional. It is not lack of competency it is showing opportunity for growth and real-life potential application of how you can learn to discuss the process and give yourself grace.