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. To demonstrate this knowledge, I will use aspects of the 5R Framework that has been adapted for the PSI Project (PSI Project, 2023).
School Interpreting Series (SIS) Standards
SIS Competency 3
Enact the roles and responsibilities of a school interpreter as a Related Service Provider guided by the educational plan that supports the deaf and hard of hearing student’s needs and under the guidance of assigned school personnel. (Knowledge & Skill)
SIS Competency 4
Collaborate with educational professionals, respecting the collective contribution of the different roles and responsibilities in schools, serving the unique educational needs of each deaf and hard of hearing student. (Knowledge & Skill)
SIS Competency 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)
This page includes the roles and responsibilities for:
This page also includes an overarching reflection and references.
School Interpreter
Interpreting
A school interpreter is 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 that supports 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 remaining an active member of the educational team. The legal foundation of the role and responsibilities of school interpreters in public schools is rooted in laws such as the ADA, Section 504, and IDEA. However, the laws themselves are fairly vague when it comes to describing what a qualified interpreter to do this job is, which has contributed to underqualified interpreters being in the classroom (Lawson, 2021).
Recently, organizations such as the National Association of Interpreters in Education (NAIE) have pushed to elevate the standards and best practices of school interpreters. This has also led to confusion in how different stakeholders in schools view the role of a school interpreter. NAIE is also working to help define the role through the publication of its professional guidelines, advocacy, and education. With the education of children 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 their school interpreters. In my home state of Washington, school interpreters must score either a 4.0 on the EIPA or hold the National Interpreter Certification. They must also pass the written test portion of the EIPA. A provisional credential is available for interpreters working toward scores that meet the state's qualifications (NAIE, 2019).
This role supports the educational system by providing communication facilitation services for everyone in the school. This is between the hearing teachers, staff, students, and the deaf students in the school. If the parents of the deaf child are also Deaf, an interpreter may support the communication between parents and school staff. I think that for people who are not aware of the interpreting process or role, it can be easy to say that interpreters are for deaf students. However, it is clear that if there is a student who uses ASL, the hearing people in the school need the interpreter just as much. Through the facilitation of communication, interpreters support the accessibility of deaf students’ education and aid in the building of connections within the school between people who use ASL and English (Lawson, 2021).
In an ideal world, there would be a lead interpreter in a supervisory role that would oversee the interpreters in the schools, however, this isn’t always the case, and some interpreters are supervised by the head of the Special Education department or another administrator in the school such as the principal or a superintendent. Regardless of who my supervisors will be when I am interpreting in schools, I plan to approach my relationship with supervisors with open communication. This might look different depending on who the supervisor is. For example, if my supervisor is an administrator who has little experience with ASL and Deaf culture, I may need to have open and honest conversations with them about what I need to best support my role so that I can best support the student and their education. If my supervisor is familiar with the needs of a deaf student, I will still maintain open communication. I value authenticity in all that I do, so maintaining those lines of honesty will be beneficial in not only building a relationship with them but also if there is ever an issue I need to escalate to my supervisor. Another thing that I will do to create a positive relationship with my supervisors is demonstrate professionalism. Because I may be interacting with people who are not used to working with an interpreter, I will work to be a positive example of what it means to be a professional interpreter. That way, they will view me as a professional and likely treat me as one too (Lawson, 2021).
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 in the moment, usually with little time to prepare in advance. 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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This role supports the educational team by making class materials more accessible to students who are deaf or hard of hearing. While sight translation may have been a more casual related service in the classroom at one time, it is now a formal service that a student's IEP could legally require. Should a student's IEP require translation services, the interpreter can provide the service fairly unobtrusively. The educational team does not have to worry about finding another person to complete the translations, and the interpreter, who is likely already there with the student when the sight translation services are needed, can step in and provide the translation. It should be acknowledged that a ToD or Deaf paraprofessional may be the more appropriate person to give the translation, given their ability to serve as a language model as a native language user. The interpreter needs to work in collaboration with the ToD and any Deaf staff members to determine who is the best fit to provide the translation. Oftentimes, if the interpreter is working in isolation, they will be the ones to provide it. However, if a student's language skills require more intensive support, collaboration should be considered.
Sight translation is a skill that interpreters must intentionally practice to ensure they can fully support the students they work with. Sight translation has now become an accommodation that can be part of a student's IEP, so if a school interpreter wants to be an effective team member and adequately support the IEP process, they must be skilled at the accommodation.
One example of work where I was asked to do a sight translation was INTR 433, when we were tasked with providing the related service of a one-on-one 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 deafness a little later in his childhood. His parents thought he was shy, but really, he was deaf. He is behind his peers academically and socially, so the hope is that independent reading time can help catch him up in both of those areas.
Completing this Read Aloud was a challenge in many ways. I tried to employ as many strategies as possible as was requested by the ToD. One area where I struggled was ensuring that the decisions I made during the translation were actually connecting to and beneficial for the student. I tried to make as many intentional decisions as possible, but when it came to certain aspects, especially when to expand, I struggled to know if I was expanding too much or not enough. I think that some of this would have come from being able to see James and gauge whether or not he was understanding based on our interactions with each other. If I had actually had a student with me, I hope I would have been able to adjust my approach in real-time based on what I was seeing from James in the moment.
As I continue to work on my sight translation skills, I will also focus on developing the skill of taking a moment to collect my thoughts and establish a throughline for the concept I am about to translate. I have noticed that my work is stronger when I take a moment to do this, rather than picking up my hands without knowing where the phrase will end. I believe this processing skill will develop with time, and I've already seen improvement with it. By doing this and continuing to build skills in evaluating my own ability to accurately and clearly communicate written text in sign language, I will become increasingly ready to utilize this skill in the classroom.
Tutoring
Another role that a school interpreter may take is the role of a tutor in which they support the deaf student through the review of class materials, reinforcement of class objectives and learning standards, and individual support with direct communication in a visually accessible language. In this role, interpreters must have an understanding of the course objectives and standards that need to be achieved by the student, be able to collaborate with the teacher and other educational staff to not only have materials needed to help the student be successful but also to accurately report back on the student’s skill level and understanding of the class content if it is needed and hold the boundary that tutoring can not be expected at the same time as the interpreter is interpreting. This can be established through continued conversations about the responsibilities of the interpreter and gentle reminders when it seems that both tutoring and interpreting are being expected at the same time (Lawson, 2021).
I think that the expectation that members of the educational team have for interpreters to tutor is rooted in the historic misunderstanding of the role and function of the school interpreter. I think that it also stems from societal views of disability. A deaf student can’t hear, so, as society tends to see it, they need a support person assigned to them to tutor them. This can be difficult for school interpreters to face as it makes it more difficult for them to be seen as members of the educational team that can contribute to supporting the success of the students (Lawson, 2021).
This role and responsibility supports the educational team because the interpreter can communicate with the student directly. This could make the tutoring and learning experience better for the student. This would serve both the student and the teacher as it will help the student gain a better understanding of course materials as well as provide the teacher with information about where the student is in their understanding of the class content. This can help the teacher adjust their approach to make the lessons more accessible and effective for the student (Lawson, 2021).
In this role, the interpreter should be getting guidance from the teacher of the class and the teacher of the Deaf/Special Education teachers, if possible, or if it is needed. To create positive working relationships with my supervisors in this role, I will work to create boundaries with my supervisors around what the expectations are for me in this role. I would want to take the time to get everyone on the same page about when it is appropriate and expected of me to take on tutoring responsibilities. I would also want to open conversations about when the responsibilities of interpreting will take priority. This way, if tutoring responsibilities are not able to be met in a way that my supervisor expects, we can have a conversation about what my priorities can realistically be in a day. Additionally, I will remain open to collaboration with these supervisors. Approaching my working relationship with them with an open mind will set me up for those conversations to think more creatively about how best to support the student. Keeping in mind that we are all a team with the same goal of providing the most effective education for the student can create more successful collaboration (Lawson, 2021).
The above artifacts are pre-teaching videos created for a 7th-grade student with moderate hearing loss. The student has experienced language delays due to inconsistencies in early intervention and education services, as her family had moved a lot due to the military careers of her parents. Her mother retired from the military last year in an effort to provide more stability in her education. Her IEP requires transliterating, making content as visual as possible, significant vocabulary and linguistic expansion, and explanations of meaning and use in lessons, especially for any content written on the board. 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.
For these videos, I was provided a list of terms. I first created a video, titled the "Extended Version," in which the student was provided with the definition of the term. I first rearranged the order of the terms to create a sequence that made more sense for scaffolding as I presented the fingerspelled word, sign, definition, and its use in a sentence. This was an effective approach, as it allowed me to build on concepts as the video progressed. I also made an effort to fingerspell the words slowly and multiple times to ensure the student was exposed to the English spelling of the word, so that when she saw it written down, perhaps on a worksheet or quiz, she would feel comfortable making the connection. This was fairly effective throughout, but clearer fingerspelling is always something I can work on. Then, I created a version titled "Review," which 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.
Overall, one piece of feedback I received was to be sure that my pace and flow were not interrupted by my need to double-check information too often. Of course, glancing at notes is acceptable, but if it got to the point where I was reading off a piece of paper, my language production was so heavily influenced that it no longer benefited the student. At that time, I should have just taken a moment to think about what I needed to say and then produce it, rather than trying to stop mid-thought or mid-concept. This is a skill I will continue to work on, and I have also identified areas for improvement, such as sight translation. Digesting and processing the information before trying to produce a translation or interpretation in sign is overall better for flow and clarity, and I look forward to the opportunity to continue working on taking that second to process before putting my hands up.
Related to the pre-teaching videos I created for the student, I was also given the opportunity to produce the post-teaching videos above to practice collaborating with the classroom teacher on creating activities to support the student's understanding after the photosynthesis lesson. The first video represents the kind of conversation I would have with the classroom teacher and the questions I would ask during my preparation. It can be a bit tricky to practice this kind of conversation when it is one-sided. Still, I appreciated the opportunity to gauge how I might approach a conversation with a classroom teacher. Completing that aspect of the assignment reminded me how much I am looking forward to the collaborative aspect of being a school interpreter.
The second video demonstrates the work I provided as an example of an activity that reinforces concepts related to photosynthesis. I chose to highlight the concepts of chlorophyll versus chloroplasts and the different ways that oxygen and carbon dioxide are represented and discussed. I chose these topics because, in the interpretation I did for the photosynthesis lesson, I recognized that my work was not the strongest. I appreciated the opportunity to revisit these concepts with the student in the post-teaching videos.
I decided to take a hands-on and visual approach to the post-teaching activities due to the information I had about the student from the IEP. The prompt noted that the student needed visual support, so I leaned into that aspect of the IEP information that I had. My reasoning was rooted in trying to take an alternative approach to solidify concepts that were difficult for the student when approached from a more English perspective. I created an activity for the student and me to do, where we made chloroplasts with chlorophylls and visual representations of hydrogen and carbon dioxide atoms. I felt that the visual models helped solidify concepts because they tied something abstract, which can only be seen with a microscope, to something tactile, visible, and manipulable.
For this assignment, we had the opportunity to review our classmates' work, and that experience was beneficial for me. I was able to see that while my approach supported the student's need for visual access, I neglected to balance the student's English development. The EIPA Written Test Content and Knowledge Standards (2015) emphasize the importance of interpreters and the education team in consistently supporting a student's English development, not just in English class. Many of my classmates utilized approaches that still prioritized English development. If I had the opportunity to re-record my post-teaching video, I would include more intentional English support, such as having the student label parts of the model.
Teacher's Assistant/Aide
School interpreters may also be expected to take on the role of a teacher's assistant or aide which would include helping gather materials needed for the lesson, providing supervision in the classroom or at recess, disciplining students, and grading student work. In this role, the interpreter would be expected to be an extra set of hands to the teacher in assisting them in any way the teacher asks, to have an understanding of proper disciplinary techniques should they be required to correct behavior, and have an awareness of education standards and goals if asked to grade student work (Lawson, 2021).
Similarly to the role of a tutor, I believe interpreters have been placed in the role of classroom aides because of a misunderstanding of the work of a school interpreter. In my own experience, I have seen job postings from schools where they name the position as a deaf and hard of hearing teacher's aid or signing paraprofessional, but upon closer reading of the job description, they are looking for an interpreter and calling the job something else.
This points to a misunderstanding of the essential duties of a school interpreter. Perhaps the hope is that by calling the position a signing para, they can give them more duties related to assisting in classroom management and prep work. Ultimately, this can lead to the interpreter being stretched thin and focusing on duties other than actually interpreting discourse and class content. This is a great disservice to the students. Understanding that this is the social history associated with the responsibilities of interpreters, specifically the expectations of assisting in the classroom, is very important to acknowledge as I prepare to go into the field. This awareness will help me be able to clarify the exact roles and responsibilities that will be expected of me before stepping into the classroom (Lawson, 2021).
An interpreter acting in this role would serve both the classroom teacher and the students in the classroom. The teacher would be supported because some of the necessary, but time-consuming tasks could be completed by the interpreter. Things like sorting class materials and making copies could be passed to the interpreter. This could take some stress off of the teacher and allow them to focus on other responsibilities. Additionally, an interpreter in the aide role would support all students in the classroom. They would be making sure that everyone is acting respectfully and safely. The main purpose of anyone acting in an assistant or aide role is to support the education system in any way they can. By doing the tasks expected of someone in this role, they are helping the classroom run efficiently and the students to feel supported (Lawson, 2021).
If an interpreter is expected to take on tasks related to assisting, they should be supervised by the classroom teacher. If a school interpreter is going to be successful in taking on these tasks, collaboration will be necessary. There will need to be clear boundaries and explicit expectations decided upon by the classroom teacher and the interpreter. For example, the interpreter will need support in ways they should be maintaining behavioral standards with the students. The classroom teacher will also need to understand that the interpreter participating in disciplinary efforts could negatively impact the interpreter's working relationship with the deaf and hard of hearing students. An interpreter who is expected to be in the assisting or aide role will need to be flexible when working with their supervisor and other members of the team. There would need to be clear expectations but also room for flexibility. The interpreter would need to be flexible in jumping in when assistance is needed, for example, if the teacher needs to leave the room for an emergency, the interpreter could be expected to provide classroom supervision. On the other side of things, classroom teachers also need to be flexible and understand that communication access is most important and the interpreter might not always be available to provide the aid requested (Lawson, 2021).
Educational Team
Administrator
Generally speaking, an Administrator is responsible for the higher-level operations of a school in a position such as Assistant Principal, Principal, or Curriculum Director. The roles and responsibilities of an administrator can vary depending on their specific job title and the size of their school and/or district. They manage school budgets and resources, supervise and manage teachers and school staff, address higher-level student and family issues, and make sure that the curriculum and operations of the school(s) fulfill local, state, and federal laws and standards. Also, it is possible that a person in an administrative position at a school could act as a liaison between that school and the school board and Superintendent (University, 2022).
For clarity, I will primarily focus on the position of a principal. Throughout history, the role of a principal and the development of administrative positions has shifted as the school system
expanded. In the one-room schoolhouses that existed at the start of public education, the role of a principal was not defined. It was usually a teacher who took on administrative tasks. Toward the end of the 1800s, principals were more defined in their role and became more common in each school. Standards and qualifications started to develop in the early 1900s and by the 1950s, academic responsibilities for principles were defined in a third of states in the country. Socially, the role of a principal has evolved as well. Because it began with teachers taking on administrative tasks, students didn’t think much about the role because it wasn’t separated from the teacher they saw in their classroom each day. Throughout time, however, as the role of principal became more standardized and common, principals became synonymous with discipline. Students now can have negative social views of their principal, especially if they are really only ever encountered by students in disciplinary contexts (Education Writers Association, 2021).
I looked into what standards and laws administrators in Washington state are held to. To become an administrator in Washington, a person must hold or have previously held an educational staff associate certificate and have proven effective work in an instructional position with students within a school. They must also hold valid administrative certificates (Revised Code, 2024). Additionally, I found that the Washington State Professional Educator Standards Board and the Washington Office of Superintendent of Public Instruction have put out a document that outlines the professional code of conduct for educational practitioners. It is the same set of standards for teachers and educational staff associates. The document outlines requirements of professional accountability, defines acts of unprofessional conduct, and disciplinary procedures. School administrators are required to adhere to these standards in Washington (Washington State, n.d.).
Any administrator, regardless of their official title is in my eyes at some level, the boss (or at least one of them). In my experience going through the school system, administrators make the higher-level decisions that impact nearly everything in school. They make staffing decisions that impact the students and the staff because if a person is hired who isn’t good at their job or not the right fit, students could have a negative learning experience, and other staff members might have a difficult time collaborating with the individual. They also make the decisions that impact the policies that students and staff have to follow. Their management of money and other resources directly impacts all staff and students. An example of this would be if a specific program is cut due to budget cuts. On the other hand, the policies could also positively impact all staff and students, such as creating longer passing times to allow people to get from one classroom to the next if the building is large. School interpreters, specifically, are impacted by this position because it is a management role. School interpreters are impacted by their oversight and likely have to report in some way to an administrator for evaluation. Finally, because administrators can act as liaisons to the school board and superintendent, a healthy working relationship with the principal (or any administrator in a managerial role) is crucial for successful collaboration from the school board level all the way down to an individual student’s IEP, if necessary.
As a school interpreter, administrators will always be my boss. They might not directly oversee my work, but being in a position of power and a decision-making force means that they will be in a position of authority over me. To maintain a positive relationship with administrators, I will always show up as a professional. I will arrive at work on time, treat all staff members and students that I encounter with respect, remain engaged with the school community, and show my commitment to life-long learning and personal growth. Additionally, I will keep an open mind and a willingness to collaborate. If administrators make decisions that impact me or the students I work with and I can't see an immediate improvement, I will stay the course and try it the way the administration has decided. Then, if I continuously see negative impacts and my team can see it as well, I would approach the administration through the proper channels, and attempt to collaborate. Ultimately, I want to build a relationship with administrators based on mutual respect and trust.
Speech-Language Pathologist (SLP)
The role of an SLP in the school setting is to act as the expert in diagnosing and supporting children with speech production issues, language and communication difficulties, and feeding and swallowing problems. SLPs' main responsibilities include assessing students who may have behaviors or symptoms that point to difficulties with speech, swallowing, and language. Once evaluated, the SLP will work with the IEP team to create a treatment plan that may include individual work, group work, strategies employed by the general education teacher, and visits from the SLP to assist the student in classroom work. Their goal is to help students with speech and language difficulties so that it does not negatively impact their learning experience (American Speech-Language-Hearing Association [ASHA], n.d.a).
The context of the history between SLPs and the Deaf community is complex. Culturally Deaf individuals often anecdotally report being forced to take speech therapy and how those experiences often were negative and took away from their learning experience. While each Deaf student will have their own experience and opinions about the work they’ve done with an SLP, stories are often told about how learning to speak was not a goal or matter of importance to the Deaf individual and that they felt like they needed to continue services for their hearing parents. There has been a recent push to encourage SLPs to be more culturally competent when working with Deaf individuals. Rather than viewing the work with Deaf students as a way to “fix” them, it has been suggested that it could be more productive if SLPs focus on positive language and communication skills as well as identity formation (Green, et al., 2023).
In Washington State, an SLP must have a master’s degree from a program that is accredited by the Council on Academic Accreditation. 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 (Washington State, n.d.).
Depending on the perspectives of the SLP and their awareness of Deaf culture, the impact of the SLP could be positive or negative. If the SLP is able to approach their work with the deaf student in a way that supports reasonable goals and positive language and skills development, it would create a dynamic between all of the IEP team members of openness and collaboration. The SLP and the school interpreter can collaborate to encourage language and communication development. If the SLP and interpreter both act as allies to the Deaf community on the IEP team, it can make a difference in the perspectives of other members of the team. On the other hand, if the SLP has little awareness or consideration of sign language and Deaf culture, they may take a speech-dominant approach. This could influence all of the hearing IEP team members to be influenced to support that approach rather than one that develops the student’s skills in an accessible and visual language. This could make things more difficult for the school interpreter in having to take on a larger advocate role when considering what will best support the student’s growth (Green, et al., 2023).
As a school interpreter, it is highly likely that I will spend time working with SLPs. Building a positive and collaborative relationship with these team members is important so that the students can receive the best access to and opportunities for their education. I think that my approach to my working relationship with an SLP will depend on their awareness and view of ASL and Deaf culture. If they have an awareness and cultural appreciation, there is a shared understanding of each other's roles. I would want to collaborate with them closely to be sure that the things the student is working on with the SLP can be supported by my work as well. Keeping myself informed about goals and progress with the SLP that the student has will only help me broaden my understanding of the student as a whole. If I work with an SLP who has less of a cultural awareness, I will work hard to make sure that we have a solid working relationship and I will make sure they have an understanding of my role on the education team and I have an understanding of theirs. With a complex social history between the Deaf community and SLPs, I would want to remain cognizant of any biases or misunderstandings getting in the way of collaboration. Ultimately, I will do what I need to do to work with SLPs to support the students.
Teacher of the Deaf
A major member of the education team is the Teacher of the Deaf (TOD) or Deaf Educator. The role, requirements, and expectations of a TOD vary by state, school district, and even school. Some schools, depending on the number of DHH students, have a TOD who is based at that school and provides support in both a DHH classroom and general education classrooms. Some TODs are required to serve in dual roles at the school. Finally, in some cases, TODs are itinerant and serve several schools within a district. TODs are part of the education of DHH students because of policies under IDEA that ensure DHH students have access to quality and appropriate education (PSI, 2023).
TODs support DHH students by advocating for their needs and ensuring that other teachers and members of the educational team understand how best to support them. Additionally, they teach DHH students to advocate for themselves, particularly regarding language needs and access. They also focus on supporting the language development and acquisition of DHH students (PSI, 2023).
TODs, when Deaf themselves, can also serve as positive role models for their students. Throughout my time in the program, I have had the opportunity to observe in various K-12 settings. I have the chance to meet Deaf TODs who have told me they are often among the first Deaf adults DHH students in hearing families meet. They have noted that having a Deaf role model can significantly contribute to the positive development of identity for DHH students. Additionally, it can help hearing families interact regularly with a Deaf adult, allowing them to establish a connection to Deaf culture.
On the IEP team, TODs act as the experts on the best ways to educate DHH students in the mainstream setting. They can provide input on alternative strategies, modifications, and accommodations for a student. Additionally, if interpreters are expected to provide tutoring services or participate in behavioral management, TODs should collaborate with classroom teachers to guide them in managing these responsibilities alongside their regular interpreting duties. TODs can also advocate for the Deaf perspective on the IEP team by educating other team members on Deaf culture norms and about ASL (EIPA, 2015; PSI, 2023).
In my home state of Washington, TODs must hold a Bachelor's degree and a Washington State Teacher's License with a specialized endorsement in Deaf Education or Deaf Education with ASL Proficiency. To meet these qualifications, a TOD must get a degree from an accredited Deaf Education program, pass a knowledge and content test, and, if necessary, prove ASL proficiency through additional testing or interviews. Proficiency in ASL is required for TODs to work in Washington state. Master's degrees are not yet required, but are often preferred by school districts in the state. An educator may be approved to work as a TOD conditionally when they do not currently meet state requirements. Still, they are expected to obtain the necessary qualifications and certifications as soon as possible to ensure quality education for DHH students (PESB, n.d.).
As a school interpreter, my working relationship with TODs will be among the most important I will have. We will work together to support DHH students, and as two staff members who will likely have the most knowledge of ASL and Deaf culture in the school, it will be imperative that we collaborate. After participating in class activities that required tasks beyond strictly interpreting, such as the pre-teach and post-teach, the importance of collaborating with the TOD was reemphasized for me. I could easily see where my expertise was lacking and where the knowledge and guidance of a TOD would have made my service to the student more effective. For example, some of the strategies that would probably be considered more teaching strategies, as included in my post-teaching video (see above), were outside my comfort zone to apply. Having the support of the TOD to ensure that my application of different techniques was effective would have helped me feel more confident in my overall product and in my ability to help the student reach their learning and IEP goals. Having had the opportunity to reflect on how I might approach collaboration with a TOD through similar activities in class, I am very excited for the chance to actually work in concert with one as I know that I will not only learn so much about the school system and Deaf education as a whole, but it will also help me grow into who I want to be as a practitioner and team member.
Parent/Caretaker
One of the most important members of the IEP and education team is the student's parents or caregiver. Caregivers are the adults who are legally responsible for taking care of the student. Responsibilities include making sure that the student has safe and stable housing, and access to necessities such as food, water, and hygiene products while providing emotional validation and love. Concerning their students' schooling and educational journey, caregivers are required to make sure that the students are making it to school each day, helping them with homework or providing extra support if it is needed, and keep in touch with the school and their student's teachers to be sure that they are informed about education goals and their child's performance in school. There are no prerequisites or certifications required before becoming a parent, but there are legal responsibilities required of parents. If these responsibilities are not met, Child Protective Services may need to get legally involved (Küpper & Kohanek, 2000).
A caregiver being involved on the education team can be beneficial for both the educational professionals and the student. Caregivers spend the most time with their children and can provide essential insight into their child's behavior and personality. In reporting the behaviors and performance that they see in the home, the education team is able to have a bigger and clearer picture of the student as a whole. This could give the team the opportunity to develop education plans and interventions that are more personalized for that student. For example, if a student typically spends their time at home exploring things kinesthetically and the caregivers share this information with the education team, adapting lessons to be hands-on could be integrated into the student's plan. Having regular lines of communication with the education team is also incredibly beneficial for parents. This provides caregivers with insight into how their child behaves at school and access to professionals who can guide them in how best to support their child's learning.
Additionally, having caregiver involvement during IEP meetings shows the student that adults are invested in their education. For a student to see the most important adults in their lives excited about their learning and putting effort into helping them reach their educational goals can mean a world of difference. This can provide extra motivation for students to work through the tougher lessons and continue in their education. Caregiver support, physically seen through involvement in the IEP process and with the education team can set the student on a positive path that can lead to the development of a life-long appreciation for learning.
As a school interpreter, it is possible that the relationship with caregivers can be tricky to navigate. Research shows that 90% of deaf children are born to hearing parents. For some hearing parents, it can be difficult to accept that their child requires an interpreter for access to their education. If this is the case, a school interpreter may not be well received by caregivers at an IEP meeting. If I were to encounter this situation as a school interpreter, I would be sure to make it known that my goal is to provide support to their child so that they can be as successful as possible. I would also be sure to provide any resources or information that caregivers may request so that they can become more informed about the interpreting process. I would be sure to keep an open mind when working with caregivers and acknowledge their thoughts and feelings. I want to be a positive professional in their life who is supportive of their child receiving access to their education.
If the student's caregivers are Deaf or accepting of their child's use of an interpreter, working with the caregivers might be a more cohesive process. In order to promote a positive relationship with caregivers with this perspective, I would foster a spirit of collaboration. I would also make sure to let them know that I value their perspectives and insights. Regardless of the caregivers' experience with the Deaf community and the process of interpreting, I will always treat them (and all members of the education team) with respect and maintain a professional attitude and demeanor.
Overarching Reflection
Fall 2024: In compiling this page, I had the opportunity to gain a deeper understanding of the important people I will be working with as a school interpreter. Before this activity, I was generally aware of the job descriptions of these roles within the education team. Still, I lacked an understanding of the social and historical implications of each position. With this knowledge and a wider perspective on these players in the school system, I was able to begin examining how my role as a school interpreter can interact with the individuals in each position and the impact it could have on the work we do for the students. Overall, I hope to bring an open mind and collaborative spirit to any position I hold. In a world where a school interpreter may be the first interpreter that many hearing staff members work with, it is important that I represent myself and the profession well.
In addition, with ambiguity about the role of an interpreter, where they may have duties such as tutoring or assisting the teacher, I plan to enter any position I take with clear expectations of what is required of me in my role. Then, I will work to maintain boundaries around my role so that I can focus on providing communication access for the students. For example, if it is decided before my start that I should not provide any tutoring whatsoever, I will work to maintain that boundary if I am ever asked to do so by another educational member. Of course, there will be times when my role as a school interpreter can't be as straightforward, but going into the job and setting clear expectations from the outset can be beneficial. In the meantime, as I work to complete my degree, I will continue to learn about the different roles of other professionals I will work with within the school system.
Through the process of building this webpage, I was challenged by the layout I wanted to use to convey my understanding of this information effectively. As a writer, I know that I can be "wordy," so trying to meet the requirements of the assignment while also keeping information succinct for the website setting was difficult for me. I'm not entirely sure I was successful in this, but I hope the layout makes it more easily digestible. I had the opportunity to learn a lot about the roles within the school system. I felt that I needed to include all of the above information to demonstrate my competencies in the knowledge aspects of SIS competencies 1, 3, and 4. I will continue to work on this skill as I refine and revise this page and my website throughout the remainder of this program.
Fall 2025: This fall, I added artifacts to this webpage related to the role of an interpreter as a related service provider, which further demonstrates my developing knowledge and understanding of the page's required SIS competencies, particularly SIS competency 3. The first time I was exposed to sight translation as a skill was during the previous summer semester, and I've appreciated the opportunity to practice and develop my competence in this skill, especially since it will be so relevant in the classroom. The SIS courses this fall have provided an opportunity to practice sight translation with highly realistic materials, such as those I could use in a school, including the Pete the Cat book and science quiz materials. I am grateful for the opportunity to practice employing strategies for sight translation in such realistic settings, all while in a safe environment where I can learn from my mistakes and missteps.
Through refining this page, I have gained a deeper appreciation and understanding of the different aspects of the role of an interpreter. I am realizing that previously I may have been somewhat rigid in my definition of an interpreter, and that introducing flexibility can better serve the students I work with and make me a more effective educational team member. An example of this was how, when first creating this page, I felt that the best approach to roles like tutoring was to clearly define expectations at the beginning and then adhere to those boundaries as much as possible. While I still believe conversations about expectations should be had at the start of an interpreting job with a school district, I now see that my rigidity would not serve the student. Discussions we've had in class and research we've read support the idea that direct instruction in sign language is more effective than an interpreted education (Kurz et al., 2015). If a student needs materials to support their learning in sign language, I will do what I need to support them, including creating vocabulary videos, such as the pre-teach video, or reinforcing concepts in ASL as I did in the post-teaching session. Realizing now that this is tutoring, something I used to feel very conflicted about my own participation in as an interpreter, was an eye-opening experience.
Working through the other services I may be asked to provide as an interpreter has shown me the importance of accountability. I not only need to take responsibility for the interpretations I provide, but also for my linguistic choices and for any production inconsistencies or errors that could cause confusion for the students I am working with. This is something I will need to monitor from the moment the student is introduced to the information, whether through a vocabulary video, to the very end of the lesson, and into the post-teaching video. An example of this would be using inconsistent sign choices. If I introduced a sign for the vocabulary video, but started using a different one during the interpreted lesson, I would need to take accountability for that error and make sure that I could make that repair with the student. I found that the post-teaching time was a good place to do that, but perhaps if it were a real student I saw every day, I could do it more in real time. Monitoring my product to ensure consistency will be an essential part of the process. If the student shows confusion, one of the first things I will need to ask myself is whether my interpretation and decision-making are the culprit. If so, I will need to be accountable to the student and any other educational team members involved at that moment.
At the end of the day, my values align more closely with doing what I need to do to support the student than with worrying about whether something fits my role. That said, I will continually evaluate whether I am the right person for the job. If the TOD or a Deaf paraprofessional is able or willing to collaborate on creating tutoring materials, I would more than welcome it. I think the difference for me will be knowing when I am asked to do something beyond my skill level and asking for help when I need it.
References
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American Speech-Language-Hearing Association. (n.d.b) Washington teacher requirements for audiologists and speech-language pathologists.
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Preparing School Interpreters Project [PSI]. (2023). Roles and responsibilities: IEP team members [PowerPoint]. University of Northern Colorado.
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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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Washington State Office of Superintendent of Public Instruction. (n.d.). Washington state code of professional conduct for education practitioners.
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Well done Megan. My only suggestion is you do not have to have the Report, Relate, and Reconstruct as a rule, but this is your website and if it helps you see clearly the objectives that is fine.
Thank you for your hard work it is showing in this section!