Professional Development
This Professional Development webpage demonstrates my acknowledgment that school interpreting is its own competence that I must be willing to hone throughout my professional practice. Even as a student of interpreting, I already realize the importance of professional development as a foundation of both the interpreting and educational fields (C10). Being an interpreter is being a lifelong learner.
​Additionally, I investigated U.S. public education and childhood development resources that frame the work of school interpreters in my Resource Library.
School Interpreting Series (SIS) Standards
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)
This page includes demonstration of professional development for:​
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Professional Development Badges
This page also includes an overarching reflection.​​
EIPA Testing
The Boys Town National Research Hospital administers the Educational Interpreter Performance Assessment (EIPA) to evaluate school interpreters’ readiness for classroom work. In addition to the assessment itself, the organization offers training, practice materials, and mentorship resources. The EIPA includes two components: a written test and a performance test (Boys Town, n.d.).
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The written exam consists of 176 multiple-choice questions addressing child and language development, culture, education, interpreting, English, linguistics, literacy and tutoring, professionalism, and technology. A score of 75% is required to pass. The performance assessment evaluates an interpreter’s ability to interpret classroom instruction expressively and to accurately receive and render a student’s language. Interpreters may complete the assessment in ASL or PSE. Performance is rated on a scale from 0.0 to 5.0, with 5.0 representing the highest level of proficiency (Boys Town, n.d.).
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The EIPA serves as a standardized benchmark for both interpreters and school districts. It provides interpreters with objective feedback about their current skill level and readiness for educational settings. For districts, particularly those with limited internal expertise in sign language or interpreting, EIPA scores offer a structured measure to support hiring and evaluation decisions. In this way, the assessment contributes to stronger staffing decisions and, ultimately, improved access for students.
EIPA: Written Practice Test
During the fall 2025 semester, I completed a practice EIPA Written test designed to help us apply course content and become familiar with the exam format. The 15-question multiple-choice assessment focused on six domains included on the official exam: principles of learning, the IEP, child and language development, literacy, language and information deprivation, and educational systems impacting DHH students. I missed only one question, and the results gave me meaningful confidence as I prepared for the EIPA Written exam I took in January 2026.
EIPA: Written
Passed
January 2026
After a semester of practice tests and the opportunity to work with materials related to the EIPA Written Test Content and Knowledge Standards, I am grateful to have passed the EIPA: Written test in early January 2026.
To prepare for the test, I reviewed the practice test results from INTR 433. I was able to focus on specific areas of weakness compared to the other quizzes we took throughout the semester. I also consistently reviewed the EIPA Written Test Content and Knowledge Standards and NAIE's Code of Ethics, and I was confident in the content leading up to the test.
Taking the test was a very positive experience because I had confidence in knowing that the School Interpreting Series courses had prepared me to take it.
EIPA: Performance
Projected date of completion:
May or June 2026
Before starting the SIS courses, I had the opportunity to take the EIPA. After receiving feedback and reviewing it with the expert, I identified specific areas for growth and am preparing to retake the exam to improve my score. I plan to schedule the retake as soon as possible following my internship, likely in May or June. Because performance assessments are not offered in the state where I will complete my internship, I will register for a testing date once I return home. Registration for that quarter has not yet opened, and I will monitor the schedule to secure a testing slot.
In preparation, I am revisiting my previous EIPA feedback and incorporating it into my deliberate practice. I have subscribed to EIPA practice materials and purchased additional webinars and workshops to support targeted skill development. My preparation will focus specifically on the rubric domains identified in my feedback so that I can approach the retake with a clearer strategy and stronger performance readiness.
The EIPA has already played a meaningful role in my professional growth, as I completed an initial assessment prior to beginning the SIS coursework. In alignment with SIS Competency 10, I plan to retake the performance assessment to continue building the credentials, evaluations, and certifications necessary to demonstrate readiness for K–12 interpreting in Washington.
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Other artifacts on my website, including my discussion of Perez v. Sturgis on my Newsfeed page, highlight the consequences of allowing underqualified interpreters to work in educational settings. In Washington, interpreters must pass the written exam and earn a 4.0 on the performance assessment. The state recently raised this requirement from 3.5 to 4.0, reflecting advocacy efforts within the profession (NAIE, 2025). This standard also aligns with the National Association of Interpreters in Education’s recommendation that school interpreters hold a minimum EIPA score of 4.0 (NAIE, 2019).
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Working toward these benchmarks is part of my commitment to ethical practice and to serving as a qualified, accountable professional in the classroom.
Case Conferencing
In the fall of 2025, during INTR 432, I participated in a group case conferencing session grounded in the Demand-Control Schema framework used throughout the program (Dean & Pollard, 2013). A facilitator guided the process, and a practicing interpreter joined us to present a real dilemma, modeling how case conferencing functions in professional settings.
Case conferencing allows practitioners to analyze decisions they are currently navigating or have already made. In ongoing situations, interpreters can explore possible responses and anticipate outcomes. In retrospective discussions, they can evaluate what occurred and consider alternative approaches for the future. When structured effectively, case conferencing creates a professional space for examining decision-making, receiving collegial feedback, and strengthening practice. It also fosters connection in a field where much of the work is done independently.
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I found this experience highly valuable and plan to seek out case conferencing opportunities as I enter the profession. This activity provides a concrete strategy for continued professional development beyond graduation and directly aligns with SIS Competency 10. Through participation, I can contribute to both my own growth and the collective growth of other practitioners.
BEI Testing: Test of English Proficiency & Basic Performance Test
In October 2025, I completed the Board for Evaluation of Interpreters’ Test of English Proficiency (TEP) and Basic Performance Test during a two-day testing cycle with the Illinois Deaf and Hard of Hearing Commission. I chose to test in Illinois because their schedule allowed me to take the TEP and, if successful, complete the Basic exam the following day.
The TEP is an 80-question multiple-choice assessment that measures English proficiency. Unlike the EIPA Written exam, it does not assess interpreting theory or cultural knowledge. Instead, it focuses solely on language skills across five areas: reading comprehension, synonyms, antonyms, grammar and usage, and sentence completion. A passing score is 55 out of 80 (THHS, n.d.). I passed the TEP, which qualified me to sit for the Basic Performance Test the next day.
The BEI Basic is a skills-based certification exam designed to assess readiness for entry-level interpreting in general settings. The assessment includes four components: ASL-to-English interpretation, English-to-ASL interpretation, transliteration, and sight translation. A panel evaluates performance using both objective and subjective scoring criteria (THHS, n.d.).
I recently received notification that I did not earn a passing score on the Basic exam. While disappointing, the experience provided valuable insight into my current skill level and areas for targeted development, which I have incorporated into my deliberate practice throughout the final year of the program. Taking the exam during the fall of my senior year required professional vulnerability, and I am encouraged by my willingness to engage fully in the process. With a clearer understanding of the test structure and expectations, I am now preparing more strategically for a retake.
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Although BEI certification does not, in itself, qualify an interpreter to work in Washington classrooms, pursuing it strengthens my overall professional foundation. Earning the Basic certification would demonstrate another layer of competency to Deaf consumers and future employers and serve as an important step toward building trust in the field. While I aspire to achieve RID National Interpreter Certification in the future, I recognize that additional experience will be necessary before pursuing that credential. I plan to retake the BEI Basic following my internship, likely before the end of 2026, with preparation informed by both experience and targeted practice.
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The BEI Basic process represents another intentional step in my transition from student to practitioner. Each assessment, regardless of outcome, provides clearer insight into my readiness and informs the next stage of my professional growth.
Interpreting Resources
SIS Competency 10 calls for awareness and knowledge of the resources that support the transition from student to practitioner. Lifelong learning is not only a personal value but also essential to effective interpreting practice. The resources identified here represent several pathways for ongoing professional development, both now and in the future.
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As a student, familiarity with these resources has allowed me to begin building professional connections and engaging with current research and dialogue in the field. As I move into professional practice, I will rely on them to prepare for credentialing exams, strengthen areas of growth, and remain informed about evolving standards. These resources include a resource center, research journal, professional organization, and dictionary, each of which will support my continued development as an educational interpreter.
EIPA Classroom Interpreting Resources
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Compiled to support interpreters preparing for the EIPA assessments, this directory brings together national organizations, key documents, and reference materials related to the EIPA Written test. Several of these resources are featured below. They supported my preparation for the assessment and will continue to inform my practice as I transition into a school-based interpreting role.
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In preparing for the EIPA Written exam, I used this directory to review national guidelines and revisit foundational documents related to child language development and educational systems. Having these materials organized in one location allowed me to structure my study plan intentionally and prioritize content areas aligned with the exam domains, rather than relying on scattered notes or informal sources. This process strengthened not only my test preparation but also my understanding of the broader systems that shape educational interpreting.
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Beyond test preparation, this directory reflects the responsibility educational interpreters have to remain informed about national standards, legal frameworks, and professional expectations. Access to centralized, vetted materials reinforces the importance of grounding practice in established guidelines rather than personal assumptions. Becoming familiar with curated professional resources before entering the field has strengthened my ability to independently locate and evaluate materials that support continued growth, directly aligning with SIS Competency 10’s emphasis on sustained professional development.
​EIPA Training Center- Boys Town National Research Hospital
As a school interpreter and member of UNCO’s OSEP Scholar Cohort 3, the EIPA serves as an important benchmark in my professional development. Because it evaluates interpreting performance specifically within classroom contexts, the assessment provides school districts with a standardized measure of readiness. Completing the EIPA early in my career is an essential step in demonstrating preparedness for educational settings. The EIPA Training Center supports that goal not only as a preparation tool, but also as a long-term resource for deliberate practice.
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The Training Center offers workshops, self-paced courses, and practice materials designed specifically for school interpreters. These include classroom simulations across grade levels and subject areas, as well as student language samples in ASL and PSE for voicing practice. Access to structured, classroom-based materials allows interpreters to target specific skill areas and rehearse common educational demands in a focused way.
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As I prepare for the assessment and continue developing professionally, I plan to use these materials to strengthen voicing across age groups and signing styles, practice rendering academic content across subject areas, and refine classroom management strategies within the interpreting role. Engaging with simulated lessons in disciplines such as math, science, and language arts allows me to rehearse the linguistic and cognitive demands unique to each area. The EIPA Training Center will remain a relevant resource both before and after certification as part of my ongoing commitment to professional growth.
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Registry of Interpreters for the Deaf's (RID's) Journal of Interpretation (JOI)
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RID publishes the Journal of Interpretation (JOI) annually to advance the field and disseminate research that informs interpreting practice. The journal includes peer-reviewed research articles, essays, letters, and manuscripts that present new findings and critical perspectives. RID also maintains an archive of past editions, allowing practitioners to examine how professional conversations have evolved since 1981.
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Access to this scholarly record provides important context for current practices and highlights areas requiring further study. For school interpreters, the JOI offers a means of remaining informed about emerging research, evolving standards, and evidence-based approaches relevant to educational settings. As I transition into professional practice, I plan to engage with the JOI regularly to integrate research-informed insights into my work.
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National Technical Institute of the Deaf's (NTID) STEM Video Dictionary
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NTID’s DeafTEC initiative has developed a video dictionary that provides standardized signs for concepts in science, technology, engineering, and mathematics (STEM). While valuable across interpreting contexts, this resource is particularly relevant for school interpreters working in content-heavy STEM classrooms. Accurate lexical choices in these subjects are critical, as foundational vocabulary supports long-term academic development and potential career pathways.
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The DeafTEC dictionary offers a reliable reference for discipline-specific terminology, enabling interpreters to approach STEM content with greater precision and consistency. I plan to use this resource to strengthen my preparation for STEM assignments and to ensure that my interpretations support clear conceptual access for students.
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Washington State Center for Deaf and Hard of Hearing Youth
​One professional development resource I have long anticipated engaging with is the Center for Deaf and Hard of Hearing Youth (CDHY) in Washington State. In addition to its advocacy and support services for DHH youth and families, CDHY offers professional development opportunities for educational interpreters. These include workshops, facilitated ethical discussions, book studies, and individual mentoring (Washington Center, n.d.).
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I have begun participating in CDHY workshops and plan to increase my involvement as I transition into a practitioner role. Access to a structured community of practice is especially meaningful as I enter the field, and I view CDHY as an ongoing source of professional accountability, reflection, and growth.
This collection of interpreting-focused resources will play a central role in my continued development as a school interpreter. Lifelong learning is both a professional responsibility and a personal commitment, and these materials provide structured avenues for strengthening the skills required in classroom practice. As a student, engaging with them has deepened my understanding of K-12 interpreting while sharpening the competencies necessary for effective performance. Ongoing engagement with these resources will continue to shape my transition into professional practice and support sustained growth in the classroom.
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Each resource contributes to skill development in a distinct way. The EIPA Classroom Interpreting directory and Training Center provide structured preparation materials and performance-based practice aligned with classroom demands. The Journal of Interpretation connects my work to current scholarship, reinforcing the importance of research-informed practice. NTID’s DeafTEC STEM dictionary supports precise vocabulary development in content areas that require linguistic accuracy and conceptual clarity. My involvement with CDHY demonstrates my intention to remain actively engaged in professional development and connected to practitioners beyond my immediate workplace. Together, these resources strengthen both the technical and analytical components of interpreting in educational settings.
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Collectively, they reflect my understanding of SIS Competency 10 as it relates to sustained skill development. Engaging with these tools before entering the classroom establishes habits of deliberate practice, content preparation, and research-informed decision-making. This collection represents not only preparation for assessment, but also a long-term commitment to refining the craft of educational interpreting.
Professional Support Resources
Interpreting, particularly in educational settings, requires practitioners to be well-rounded professionals. For school interpreters, this extends beyond developing strong classroom interpreting skills. It includes functioning effectively as a member of the educational team, maintaining professional accountability within the interpreting field, and committing to lifelong learning.
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Connection to the broader systems of education and interpreting strengthens flexibility, informed decision-making, and overall effectiveness. Access to resources that encourage continued growth across these domains supports interpreters in developing the multiple competencies required in school-based practice. Together, these resources address the varied responsibilities inherent in educational interpreting.
National Education Association (NEA)
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As a future school interpreter, it is important to look beyond interpreting-specific resources and engage with organizations that shape education as a whole. The National Education Association (NEA) is a national union representing education professionals and advocating for strong public schools. The organization provides resources related to current issues in education, policy developments, instructional practices, and workplace rights. In addition to focusing on student outcomes, NEA also offers guidance on employee protections, compensation, and working conditions within school systems.​
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School interpreters are integral members of the educational team. Remaining informed about broader educational trends, policy shifts, and systemic challenges strengthens an interpreter’s ability to function effectively within that environment. While NEA materials are not interpreter-specific, their research and publications can inform classroom practice. For example, guidance related to supporting students during large-scale events, such as the COVID-19 pandemic, can shape how interpreters approach communication, emotional awareness, and collaboration in the classroom. Engaging with these broader educational resources supports a more informed and responsive interpreting practice.
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Registry of Interpreters for the Deaf (RID)
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The Registry of Interpreters for the Deaf (RID) is the national certifying organization for sign language interpreters in the United States. In addition to administering national certifications, RID promotes professional development through research, networking, and continuing education. The organization establishes and maintains the Code of Professional Conduct, which sets the ethical standards for interpreters, and oversees the continuing education unit (CEU) process required to maintain certification. More recently, the implementation of the Ethical Practices System created a formal mechanism for consumers and practitioners to report ethical concerns, strengthening accountability within the profession.
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RID is foundational to interpreting practice because it provides the ethical and professional framework that governs the field. As a student, I have engaged with RID materials to deepen my understanding of professional expectations and accountability. Although RID is not specific to educational interpreting, its standards, research initiatives, and professional networks contribute to the development of a well-rounded practitioner. For school interpreters, RID serves as a baseline for ethical conduct and professional connections within the broader interpreting community.
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​National Association of Interpreters in Education (NAIE)
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The National Association of Interpreters in Education (NAIE) was established to promote best practices in ASL–English school interpreting and to support practitioners working in K–12 settings. The organization hosts conferences and professional development events, provides practice-based resources, and advocates for higher qualification standards for interpreters in classrooms. In 2019, NAIE published its Professional Guidelines for Interpreting in Educational Settings, offering a framework for decision-making within the unique dynamics of schools. In 2021, it released the Educational Interpreter Code of Ethics, outlining principles intended to reduce harm and strengthen accountability in school interpreting. NAIE also maintains a resource center that allows practitioners to stay informed about current issues and research specific to school-based interpreting.
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NAIE is particularly significant for school interpreters because it positions them as professional members of the instructional team and addresses the distinct demands of classroom practice. Its advocacy efforts contribute to systemic change, while its professional development opportunities support individual growth. Active engagement with NAIE will keep me informed about evolving standards and align my practice with nationally recognized expectations for school interpreters.​​​
Together, these resources reinforce that professional development is broader than refining language skills or improving meaning transfer alone. As a student interpreter, it can be easy to focus primarily on ASL production, voicing, and the mechanics of the interpreting process. However, effective school interpreting also requires professional identity, ethical grounding, systems awareness, and engagement with the broader educational landscape.
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For school interpreters, remaining connected to the field of education is essential in order to understand the systems in which we work. NEA supports this broader awareness by providing insight into educational policy, workplace rights, and instructional trends. At the same time, interpreters must remain connected to the interpreting profession as a whole. RID establishes the ethical framework and professional standards that guide all interpreters, regardless of specialization, ensuring that school interpreters remain accountable to the broader field. NAIE bridges these two spheres by focusing specifically on the unique demands of school interpreting and advocating for strong standards within K–12 settings.
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Engaging with these organizations reflects my understanding of SIS Competency 10, which emphasizes awareness of resources that sustain professional growth beyond technical skill development. Recognizing the roles I hold, as an interpreter, an educational team member, and a professional within a regulated field, guides me toward development opportunities that extend beyond classroom technique. This broader engagement will support more informed decision-making and contribute to stronger, more responsible interpreting practice in the school setting.
Bridge Activities for Professional Development
As an OSEP Scholar and participant in the PSI Project, I have access to structured bridge activities designed to support my transition from preparation to professional practice. These opportunities extend beyond graduation and reflect a deliberate effort to provide emerging school interpreters with continued guidance during the early stages of their careers. The bridge components were a significant factor in my decision to join the PSI Project, as they offer sustained support during a critical period of professional growth.
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The available activities include a School Interpreting Skills Lab, Support Services, a Practice Library, Case Conferencing, an Induction-Mentorship Experience, and participation in the OSEP ShareShop and NAIE Conference. The ShareShop and Induction-Mentorship components are discussed in greater detail below. Collectively, these resources provide structured opportunities to refine interpreting skills with expert feedback, engage in ethical analysis through case conferencing and support services, and prepare intentionally for credentialing assessments. These bridge activities strengthen my readiness to enter the field with greater confidence, accountability, and professional support.
Bridge Activity #1: OSEP ShareShop & NAIE Conference | July 2026
One opportunity I am particularly looking forward to is the OSEP ShareShop and NAIE Conference experience, organized through collaboration between PSI Project leadership and the NAIE national conference. Surrounding the 2026 NAIE conference in Las Vegas, the PSI Project will host a ShareShop event bringing together OSEP scholars from earlier graduating cohorts through my own graduating cohort. This gathering will provide opportunities for networking, resource sharing, and collaboration, connecting me with practitioners across the country and offering insight into the current realities of school interpreting practice.
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While the SIS coursework has grounded me in research and best practices, engaging directly with practicing interpreters will deepen my understanding of how those principles function in real school environments. Learning from professionals who are actively navigating today’s educational systems will help bridge the transition from academic preparation to applied practice.
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Attending the NAIE national conference further strengthens that connection. The 10th-anniversary theme, “Honoring the Past, Embracing the Present, Looking to the Future,” reflects the evolution of school interpreting as a specialty area. Featured speakers, including Susan Brown, Matt “Deafinitely Dope” Maxey, and Dr. Whitney Weirick, represent diverse perspectives within the field. Hearing Susan Brown speak holds particular significance for me, as her mentorship and experiences as a school interpreter were influential early in my time at UNC. As a graduating OSEP scholar, I will also have the opportunity to volunteer at the conference, contributing to a professional community that has already shaped my development.
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​Participation in both the ShareShop and NAIE Conference reflects my understanding of SIS Competency 10 by demonstrating intentional engagement with professional networks, ongoing learning opportunities, and collaborative spaces that sustain growth beyond graduation.
Bridge Activity #2: Induction-Mentorship Experience | 10 Weeks Beginning August 2026
The Induction-Mentorship Experience (I-ME), a component of the PSI Project, was a significant factor in my decision to apply as an OSEP Scholar. Through this 10-week experience, I will meet weekly with my cohort in a facilitated group setting led by a nationally certified interpreter, interpreter educator, and former K–12 classroom teacher. In addition, we will engage with mentors, case conferencing leaders, and guest presenters from across the country as we participate in structured mentoring, supervision, and facilitated learning experiences that model sustained professional growth beyond graduation.
The I-ME is intentionally designed to bridge the transition from program completion to professional practice. While many new practitioners enter the field with limited structured support, this experience provides a framework for guided reflection, ethical discussion, and skill refinement during the early stages of my career. Recognizing that professional development is an ongoing process rather than a fixed milestone, I view the I-ME as an important support in my continued growth. Dedicated time for weekly reflection and mentorship will strengthen my confidence, decision-making, and professional identity as I enter the field of school interpreting.
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Participation in the I-ME directly reflects SIS Competency 10 by demonstrating intentional engagement with mentorship, structured reflection, and professional communities that sustain growth beyond initial credentialing.
Overarching Reflection
Developing this page gave me the opportunity to think more intentionally about the different dimensions of professional growth in school interpreting. While many resources overlap in purpose, organizing them into interpreting-focused and professional support categories helped clarify the range of competencies required in this field.
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The interpreting resources strengthen the technical aspects of my work: language use, content preparation, performance readiness, and deliberate practice. The professional support resources reinforce the broader context in which I practice, including ethics, systems awareness, advocacy, and engagement with the educational and interpreting communities. Both dimensions are necessary for effective practice in K–12 settings. Strengthening these skills will benefit the students I serve through clearer, more effective interpreting and will support the education teams I collaborate with by positioning me as an informed and engaged team member.
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As an OSEP Scholar, I am not only aware of these opportunities but actively engaging in them. I have participated in case conferencing, begun utilizing national professional resources, and committed to bridge activities such as mentorship and conference participation. These actions reflect my intention to enter the field prepared and accountable, rather than assuming competence will develop passively over time.
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This page demonstrates my understanding of SIS Competency 10 by showing that professional growth extends beyond graduation and beyond credentialing exams. Through intentional engagement with mentorship, professional organizations, structured practice, and ongoing learning, I am building habits that will sustain my development and strengthen the access I provide to students.
References
Boys Town Research Hospital. (n.d). Educational interpreter performance assessment training center. https://eipa.boystown.org/
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Dean, R. K., & Pollard, R. Q. (2013). The demand control schema: Interpreting as a practice profession (First Edition). CreateSpace Independence Publ.
Platform.
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EIPA Classroom Interpreting. (n.d.). Resources. https://www.classroominterpreting.org/resources
National Association of Interpreters in Education. (n.d.). https://naiedu.org/
National Association of Interpreters in Education [NAIE]. (2019). Professional guidelines for interpreting in educational
settings (1st ed.). www.naiedu.org/guidelines.
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National Association of Interpreters in Education [NAIE]. (2025). Washington: Standards for permanent credential. https://naiedu.org/washington/
National Education Association. (n.d.). https://www.nea.org/