Roles & Responsibilities
This Roles & Responsibilities webpage demonstrates my knowledge of the roles and responsibilities of the educational team. On this page, I provide three common roles and responsibilities enacted by a school interpreter (C3). Additionally, I provide the roles and responsibilities enacted by other members of the education team (C4). I explain the members of the educational team, including the school interpreter, based on their historical, legal, and social foundations (C1) as well as how the roles support the educational system and who is served by their actions.
School Interpreting Series (SIS) Standards
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 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)
This page includes the roles and responsibilities for:​
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This page also includes an overarching reflection and references.​​
School Interpreter
As the field of ASL–English interpreting has evolved, the metaphors used to describe the interpreter’s role have shifted from helper, to conduit, to machine, and more recently to ally (Lawson, 2021). Within the context of school interpreting, this evolution is especially important, as interpreters must remain flexible in how they support deaf and hard of hearing students. School interpreters play a critical role in facilitating communication access, and in many cases are among the few adults in a student’s life with whom direct communication is possible. As a result, school interpreters are often called upon to fulfill additional roles in order to support students effectively within the educational environment. The examples below illustrate some of the roles school interpreters may assume in practice, demonstrating proficency in the 3rd SIS Competency.
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This list is not intended to be exhaustive, but rather to highlight several common roles that emerge in school settings.
Interpreting
A school interpreter is primarily responsible for facilitating communication in the schools by transferring all discourse between ASL and English. They provide communication access for deaf students, hearing counterparts, and hearing educators, advocate for adjustments in the classroom that promote visual accessibility to support the student’s education, and maintain ethical practices that include accurately representing the deaf student’s discourse and abilities, promoting student independence, maintaining confidentiality, and effectively preparing for interpreting assignments. In all of these responsibilities, the interpreter’s priority is to ensure effective communication access for deaf and hard of hearing students within the school environment (Lawson, 2021).​
The legal foundation of the role and responsibilities of school interpreters in public schools is rooted in laws such as the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Act (IDEA). These laws establish students' right to a free and appropriate public education (FAPE) and outline the provision of interpreting services as a related service within the IEP process. However, the laws themselves are fairly vague about what a qualified interpreter is required to do in this job, which has contributed to underqualified interpreters being in the classroom (Lawson, 2021).
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Recently, organizations such as the National Association of Interpreters in Education (NAIE) have pushed to elevate the standards and best practices of school interpreters. NAIE is working to help define the role through the publication of its professional guidelines, advocacy, and education. With children's education and their opportunity for healthy development at stake, clarity on the role of the school interpreter is essential. NAIE has also been working to collect data on employment standards required by each state for its school interpreters. In Washington state, for example, school interpreters must score either a 4.0 on the EIPA or hold the National Interpreter Certification, and achieve a passing score on the EIPA: Written exam. A provisional credential is available for interpreters working toward scores that meet Washington's qualifications (NAIE, 2019).
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This role supports the educational system by facilitating communication for all members of the school community, including deaf and hearing students, educators, staff, and families. In cases where a deaf student’s parents are also Deaf, interpreters may also support communication between families and school personnel. While interpreters are often assumed to serve only deaf students, effective communication access benefits everyone in the learning environment. When a deaf student uses ASL, hearing peers and educators rely on interpreting services just as much as they do to participate fully in shared communication. By facilitating language access, school interpreters enhance deaf students’ educational experiences and foster meaningful connections between individuals who use ASL and those who use English (Lawson, 2021).
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To view samples of my interpreting work, please visit the Interpreting Skills Page.
Sight Translation
Sight translation is an important service that school interpreters will likely be asked to do in the classroom for materials such as tests or worksheets. When sight translating, interpreters are asked to take written English materials and translate them into ASL on the spot, often with little advance preparation. Interpreters must be able to comprehend the provided written text and use translation and interpretation skills to produce it in ASL clearly for the student (NCIHC, 2009). Additional skills needed to provide effective sight translation include working under time constraints, being able to ask for feedback or confirm the student's understanding in a culturally sensitive manner, and the ability to self-advocate for clarification or additional time when needed (Project CLIMB, n.d.).
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Interpreters working in this role are primarily supporting the deaf or hard of hearing student. Sight translation can be especially beneficial for students demonstrating emerging English skills, as deaf and hard of hearing students typically learn English through print and reading (Boys Town, 2021). Using sight translation can make class materials more visually accessible and shift the academic or developmental goal of an activity away from the student's English proficiency. An example of this would be sight translating word problems on a worksheet in math class, with the goal of assessing whether the student can perform the mathematical operations. Of course, there will be times when the student's English proficiency will need to be assessed, but sight translation is a strategy that, when used, can remove linguistic barriers and provide the student with direct access to the information.
It is important to note that the interpreter must work closely with the classroom teacher and the rest of the IEP team to determine when sight translation is appropriate. In the math class example above, it would be inappropriate for the interpreter to automatically sight-translate the worksheet information without first discussing it with the classroom teacher. As mentioned on the Child and Language Development page, state standards often require students to demonstrate proficiency in skills that might not be obviously related to that subject. Continuing with the math class example, there could be literacy goals intertwined with the lesson's goals of performing mathematical operations, and an interpreter providing a sight translation in that moment could skew a teacher's attempt to determine the student's literacy. This is a reminder of the importance of collaborating with the IEP team to ensure this service is provided at the appropriate time.
The artifact below demonstrates a one-on-one sight translation read-aloud for a student, James. Given the text Pete the Cat's World Tour by James Dean, the goal of the reading time was to work on vocabulary acquisition, helping the student make real-world connections, employing language-rich features of ASL, utilizing fingerspelling strategies such as chaining or sandwiching, getting James excited about reading, and other reading strategies like communicative pointing. The student, James, is in the 1st grade and was diagnosed with hearing loss a little later in his childhood. His parents thought he was shy, but really, he was deaf. He is academically and socially behind his peers, so the hope is that independent reading time can help him catch up in both areas.
The goals for the read-aloud were provided by the Teacher of the Deaf (ToD) and guided each decision made during the session. A school interpreter must skillfully balance what they need in order to be effective with what the IEP team needs from them as a related service provider. Interpreters need sight translation skills to fully support students' needs for visual access to print and English materials in the classroom, though consistent collaboration with the IEP team is necessary to ensure everyone is aligned on the methods and approaches that will help students reach IEP and education goals. This leads to more effective work and collaboration on the IEP team, which ultimately leads to better outcomes for the deaf and hard of hearing students receiving services.
Tutoring
Another role a school interpreter may take is that of a tutor, in which they support the deaf student by reviewing class materials, reinforcing class objectives and learning standards, and providing individual support through direct communication in a visually accessible language. In this role, interpreters must understand course objectives and standards, collaborate with teachers and educational staff to support student learning, and accurately communicate observations related to a student’s understanding when appropriate (Lawson, 2021).​
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This role supports both students and teachers by strengthening student comprehension of course content and providing teachers with clearer insight into a student’s understanding. This information allows teachers to adjust instruction to better support accessibility and learning outcomes (Lawson, 2021).
​In this role, the interpreter should be getting guidance from the class teacher and, if possible, the Deaf/Special Education teacher. Interpreters who are asked to tutor should receive additional training regarding tutoring, and boundaries should be set around role expectations to ensure the entire team is on the same page. It is necessary to have open and honest conversations about when it is appropriate and expected for the interpreter to take on tutoring responsibilities and when interpreting duties should take priority. Remaining open to collaboration with members of the IEP team will help the entire team think more creatively about how best to support the student. Clear boundaries and shared expectations ensure that tutoring responsibilities do not conflict with interpreting duties, allowing the team to support the student effectively (Boys Town, 2021; Lawson, 2021).
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The following artifacts are pre-teaching videos created for a 7th-grade student with moderate hearing loss. The student has experienced language delays due to inconsistent access to educational services, making pre-teaching an effective strategy to support vocabulary development and lesson comprehension. Pre-teach vocabulary videos were previously established accommodations that worked for the student, and these videos will be used in class and at school to support the student's preparation for the upcoming lesson on photosynthesis. The "Extended Version" video provided the student with the definition of the term. The second video, called "Review", was a faster video for the student to use for personal study. This video provided the student with just the fingerspelled word and the sign. These artifacts demonstrate how targeted pre-teaching, aligned with established accommodations and instructional goals, can serve as a tutoring strategy to support students' access to and readiness for classroom instruction.
These artifacts demonstrate how targeted pre-teaching and tutoring, developed with the education team, can strengthen a student’s language foundation and support more effective interpretation during classroom instruction. The use of shared vocabulary across tutoring and classroom lessons led to clearer, more cohesive interpretations and enabled the instructional focus to remain on key concepts rather than on unfamiliar language. To view the interpreted lesson for these videos, please visit my Interpreting Skills page here.
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Related to the pre-teaching videos, the artifacts below further demonstrate the interpreter’s role in collaborating with the classroom teacher to plan post-lesson activities that reinforce student understanding. These examples highlight how interpreters can contribute to instructional support by preparing targeted follow-up activities aligned with lesson goals and student needs.​
Collectively, these artifacts illustrate how collaboration and tutoring across a lesson cycle can enhance students' access and progress toward IEP goals. When interpreters work in coordination with the IEP team, they are better positioned to prepare visually accessible resources and tutoring supports that align with instructional objectives and promote student success.
Consultant
As a consultant, a school interpreter provides essential information about interpreting services, communication access, and deaf education to members of the IEP and educational team. In this role, interpreters contribute professional expertise that helps shape how interpreting services are designed and implemented to meet the needs of deaf and hard of hearing students. This may include explaining how interpreting affects classroom dynamics, identifying access considerations, and supporting the team's understanding of effective interpreting practices. While interpreters may introduce concepts related to Deaf culture and community, they do not speak on behalf of Deaf individuals or replace Deaf voices (Lawson, 2021).
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The legal foundation of the interpreter’s consulting role is rooted in IDEA, which requires IEPs to be developed and reviewed by qualified members of the educational team.
As a related service provider, the school interpreter contributes professional insight that informs service decisions, access planning, and goal development. Through consultation, interpreters help ensure that interpreting services align with both legal requirements and students’ educational needs (Lawson, 2021).
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The consultation role is important for an interpreter to step into, as it is often misunderstood in the classroom. Consultation helps clarify ambiguity, enabling the team to set IEP goals more effectively and support the student. Through effective collaboration and consultation, interpreters are not only able to be more effective practitioners in the classroom for students, but also to support the overall functioning of the education system (Lawson, 2021).
The following artifact demonstrates my role as a consultant through documented observations and recommendations intended to inform an initial IEP meeting. It is related to the video first analyzed on the Child and Language Development page, the Milestones of a Preschooler artifact, and the IEP Assessments artifact on the IEP page. Drawing on an analysis of the student’s language use at home and a recording of the kindergarten classroom environment, the document provides the educational team with relevant developmental and access-related insights. Because no additional interpreter was available to provide language access for the student’s Deaf mother, it would have been unethical for me to serve simultaneously as both interpreter and consultant during the meeting. Submitting my observations in advance allowed the IEP team to review my professional input while preserving my ability to focus on interpreting and ensuring equitable access during the meeting itself (Lawson, 2021; NAIE, 2019).
Please note that some of the information in the above artifact needed to be inferred.
This artifact demonstrates a key aspect of collaboration within the school interpreter’s role on the educational team. As consultants, school interpreters have a responsibility to share professional knowledge and promote best practices related to interpreting services and access. At the same time, interpreters must navigate real-world constraints, such as limited resources, while maintaining ethical standards and prioritizing student access. In these situations, effective collaboration requires identifying solutions that balance professional integrity with system realities. Collaboration is not about advancing individual preferences, but about working collectively to develop ethical approaches that provide meaningful support for the student.
Educational Team
Administrator
School administrators, such as principals or assistant principals, are responsible for overseeing school operations, allocating resources, supervising staff, and ensuring compliance with local, state, and federal laws and standards. These responsibilities place administrators in a position to influence staffing decisions, instructional supports, and policies that directly affect access for deaf and hard of hearing students (University, 2022).
As administrative roles became more formalized over time, principals assumed greater responsibility for instructional oversight, discipline, and school-wide decision-making. Today, this position carries significant influence over policies and practices that shape students’ daily educational experiences (Education Writers Association, 2021).
In Washington State, administrators are required to hold valid certification and adhere to a professional code of conduct that governs accountability and ethical decision-making (Revised Code, 2024; Washington State, n.d.). These standards guide how administrators make decisions related to staffing, student services, and compliance, all of which can directly impact the provision of interpreting services and access for deaf and hard of hearing students.
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As a school interpreter, administrators hold positions of authority that influence decisions at both the school and district levels. While they may not directly supervise interpreting services, their decisions can significantly affect staffing, resources, and access for deaf and hard of hearing students. Developing positive working relationships with administrators is essential to ensuring that the interpreter’s role is understood and that students receive appropriate and consistent support.
Established by IDEA, the educational team, also referred to as the IEP team, is a group of professionals who collaborate to develop, implement, and review a student’s Individualized Education Program. For deaf and hard of hearing students, the school interpreter is one member of this team, alongside professionals such as classroom teachers, audiologists, school psychologists, and the student’s family, and when appropriate, the student themself. Each member contributes specialized expertise to support the student’s access, learning, and progress toward IEP goals. The team meets at least annually to review and revise goals as needed, and effective collaboration among team members is essential to creating accessible and meaningful educational opportunities (Boys Town, 2021).
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The content below demonstrates my understanding of several key roles within the educational team and proficency of the 4th SIS Competency. This list is not exhaustive, but highlights common team members whose collaboration directly impacts the educational access and success of deaf and hard of hearing students. Note that specific teams will assemble based on individual student needs.
Speech-Language Pathologist (SLP)
In school settings, speech-language pathologists (SLPs) assess and support students with speech, language, and communication needs. They collaborate with IEP teams to develop and implement intervention plans designed to support students’ access to instruction and participation in the educational environment (ASHA, n.d.a).
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The relationship between speech-language pathology and the Deaf community has been historically complex, with many Deaf individuals reporting negative experiences related to speech-focused interventions that did not align with their communication needs or identities. In response, recent scholarship has emphasized the importance of culturally responsive practices that prioritize accessible language development, positive communication skills, and identity formation rather than a deficit-based approach (Green et al., 2023).
​​In Washington State, an SLP must have a master’s degree from a program that the Council on Academic Accreditation accredits. The major must be in speech-language pathology. Additionally, they must pass a written exam. Upon hire, they are required to continue their certification by completing 150 continuing education credit hours every two years. Having these credentials positions them as influential professionals whose recommendations often carry significant weight during IEP decision-making (ASHA, n.d.b; Washington State, n.d.).
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Depending on their cultural competence and language approach, an SLP’s work with deaf and hard of hearing students can either support or hinder access. When SLPs prioritize accessible, strengths-based language development, collaboration with school interpreters can promote shared goals and positively influence the broader IEP team. Conversely, speech-dominant approaches that overlook sign language and Deaf culture may create barriers, requiring interpreters to take on a stronger advocacy role to support the student’s linguistic and educational needs (Green et al., 2023).
Teacher of the Deaf
A major member of the educational team for deaf and hard of hearing students is the Teacher of the Deaf (TOD), also referred to as a Deaf Educator. The role and responsibilities of a TOD vary by state, district, and school context and may include supporting students in self-contained DHH classrooms, general education settings, or across multiple schools. Under IDEA, TODs play a central role in ensuring that deaf and hard of hearing students receive appropriate and accessible educational services (PSI, 2023).
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TODs support deaf and hard of hearing students by advocating for their needs, guiding other educators in effective supports, and fostering students’ self-advocacy related to language access. They also play a critical role in supporting language development and acquisition. For school interpreters, collaboration with the TOD is essential, as their expertise informs interpreting approaches and helps ensure services align with students’ linguistic and educational goals (PSI, 2023).
Deaf TODs can also serve as powerful role models for deaf and hard of hearing students, particularly those from hearing families who may have limited exposure to Deaf adults. Research and professional observations suggest that access to Deaf role models supports positive identity development and provides families with meaningful connections to Deaf culture. This perspective is especially valuable within predominantly hearing educational teams.
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In Washington State, TODs are required to hold appropriate licensure and specialized endorsement in Deaf Education, including demonstrated ASL proficiency (PESB, n.d.). These qualifications position TODs as key authorities on language development and access for DHH students, making their collaboration with school interpreters essential to effective service delivery.
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​On the IEP team, TODs serve as experts in educating deaf and hard of hearing students within mainstream settings. They provide guidance on instructional strategies, modifications, and accommodations, and support classroom teachers in understanding best practices for access. TODs can also collaborate with interpreters when tutoring or additional supports are considered, helping to clarify expectations and maintain appropriate role boundaries. Additionally, TODs may advocate for Deaf perspectives on the IEP team by educating members about Deaf culture and ASL (Boys Town, 2021; PSI, 2023).
Parent/Caretaker
Parents and caregivers are essential members of the educational and IEP teams, bringing critical knowledge of a student’s history, behavior, and needs. As legal decision-makers, caregivers collaborate with schools to support attendance, learning, and educational planning, including participation in IEP development and review (Küpper & Kohanek, 2000).
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Caregiver involvement strengthens educational planning by providing insight into students’ behavior, learning preferences, and needs outside the school environment. When caregivers share observations from the home setting, educational teams can develop more comprehensive and individualized supports. Regular communication also benefits caregivers by increasing their understanding of school expectations and connecting them with professionals who can support their child’s learning. Caregiver participation in the IEP
process also communicates to students that their education is valued and supported. This visible engagement can positively influence student motivation and reinforce the importance of persistence and effort in learning.​​​
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For school interpreters, working with caregivers can present unique challenges, particularly given that approximately 90% of deaf children are born to hearing parents (NAD, 2026). Some caregivers may initially struggle to understand the role of interpreting services in their child’s education. In these situations, interpreters must maintain professionalism, clearly communicate their role, and center discussions on supporting the student’s access and success. Approaching caregiver interactions with openness, respect, and empathy helps build trust and supports productive collaboration focused on the student’s educational needs.
​Caregivers bring a wide range of experiences, perspectives, and levels of familiarity with Deaf culture and interpreting services. Regardless of these differences, school interpreters must approach caregiver interactions with professionalism, respect, and a collaborative mindset. Valuing caregiver insights and maintaining clear, respectful communication helps build trust and supports productive collaboration focused on the student’s educational access and success.
Overarching Reflection
Prior to engaging with the work on this page, I held a fairly rigid view of the roles a school interpreter might be expected to take on. I worried that assuming additional responsibilities beyond interpreting would lead to role confusion and ethical concerns in the classroom. Through deeper engagement with these roles, however, my perspective shifted. I began to see how, when approached intentionally and collaboratively, these responsibilities can support student access rather than compromise professional boundaries.
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Experiencing the instructional cycle through both interpreting and tutoring roles highlighted how assuming an additional role can meaningfully benefit a deaf or hard of hearing student when guided by collaboration and IEP goals. While interpretation provided essential access during instruction, tutoring allowed for intentional reinforcement of concepts using shared language and established classroom context. Collaborating with the classroom teacher and the Teacher of the Deaf clarified how interpreters’ familiarity with lesson content, language choices, and student needs positions them to support tutoring services effectively while maintaining ethical role boundaries.
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School interpreters are uniquely positioned to provide certain instructional supports because of their shared language with the student and their established working relationship. When tutoring services are designated within the IEP, interpreters can draw on this shared linguistic foundation and instructional context to prioritize visual access to language and concepts. When guided by collaboration with the educational team, this approach supports student learning without blurring the boundaries between interpretation and instruction.
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A similar understanding emerged regarding sight translation services. Because school interpreters share a language with deaf and hard of hearing students, they are positioned to provide access to English print materials in ways that support comprehension without shifting instructional goals. When used intentionally and in collaboration with the educational team, sight translation can remove linguistic barriers and allow lessons to focus on the targeted academic skills rather than English proficiency alone.
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In reflecting on the consultant role, I considered how best to support my team while maintaining ethical boundaries in my practice. Navigating this role required balancing active collaboration with clear role limits. While tension emerged when ideal best practices were not fully attainable, I learned that ethical and creative solutions can still be found within system constraints. Moving forward, I feel prepared to clearly communicate my professional boundaries and to contribute solutions that support both the educational team and the student. By maintaining clarity around my role, I can uphold my commitment to equitable communication access while remaining an effective team member.
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By exploring other roles on the educational team in more detail, I gained a better appreciation for their expertise and how my collaboration with them as a school interpreter will ultimately work to support the student. Other members of the educational team will be my greatest assets, as they bring skills and awareness to areas where I may have gaps. Through consistent collaboration and mutual respect, working with these other professionals will be a pivotal aspect of my practice and of ensuring that the students we serve have the best possible access to their education.
References
​American Speech-Language-Hearing Association. (n.d.a) Speech and language services in schools.
American Speech-Language-Hearing Association. (n.d.b). Washington teacher requirements for audiologists and speech-language pathologists.
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Boys Town National Research Hospital. (2021). EIPA written test and content knowledge standards [PDF]. https://cdn.aglty.io/classroom-
interpreting/resources/WrittenTestandContentKnowledgeStandards.pdf​
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Education Writers Association. (2021, November 15). History and background: School leadership.
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Greene, A., Clark, D., Ramos, G., Koo, C. K., Wimberly, M. B., & Goyette, D. (2023). Deaf adults’ view of having speech-language therapy in early
schooling. JADARA, 55(2), 1-15. Retrieved from https://nsuworks.nova.edu/jadara/vol55/iss2/1
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Küpper, L. & Kohanek, J. (2000, July). A guide to the individualized education program. Office of Special Education and Rehabilitation Services, Office of
Special Education Programs: U.S. Department of Education.
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Lawson, H. (2021). Educational interpreters: Facilitating communication or facilitating education? In Winston, E. A., & Fitzmaurice, S. B. (Eds.), Advances
in educational interpreting (pp. 245-265). Gallaudet University Press.
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National Association of the Deaf [NAD]. (2026). Early intervention for infants and toddlers. https://www.nad.org/resources/early-intervention-for-infants-and-
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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 Council on Interpreting in Health Care. (2009). Sight translation and written translation: Guidelines for healthcare interpreters [White paper].
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Preparing School Interpreters Project [PSI]. (2023). Roles and responsibilities: IEP team members [PowerPoint]. University of Northern Colorado.
https://docs.google.com/presentation/d/1i9Y4BAS0flAkGCxc45S31bp6mEIv1Hf8IDMSKTbNpjQ/edit?usp=sharing
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Professional Educator Standards Board [PESB]. (n.d.). Educators of the Deaf and Visually Impaired. https://www.pesb.wa.gov/pathways/deaf-visually-
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Project CLIMB. (n.d.). Legal interpreting skill development: Sight translation. University of Northern Colorado.
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​Revised Code of Washington, 28A Chapter 28A.400 Section 28A.400.100 (2024). https://app.leg.wa.gov/RCW/default.aspx?cite=28A.400.100
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​University of Bridgeport. (2022, May 19). What does an education administrator do? https://www.bridgeport.edu/news/what-does-an-education-
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Washington State Office of Superintendent of Public Instruction. (n.d.). Washington state code of professional conduct for education practitioners.
https://ospi.k12.wa.us/sites/default/files/2023-08/code_of_professional_conduct_2021.pdf