Sign Language Interpreter

PLEASE NOTE: In order to be considered for the position you must submit Official Transcripts or your degree to the Personnel Commission Office. Additionally you will need to submit valid certification issued by the Registry of Interpreter for the Deaf or equivalent. The equivalent must have a score of 4.0 higher to be qualified.

Current position is an 81.3 FTE position (approximately 32.5 hours per week) 10 months.

Under general supervision provide sign language interpreting services to deaf and hard of hearing individuals to facilitate communication between students staff parents teachers and others; independently interpret complex subject matter educational concepts and special events in a variety of settings; perform related duties as assigned.

The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.

Provide sign language interpreting services to deaf and hard of hearing individuals to facilitate communication between students staff parents teachers and others; serve as a resource regarding the deaf and hard of hearing community and culture and the role of interpreters. E
Serve as an interpreter in a variety of settings such as classrooms assemblies theatrical performances sporting events meetings conferences after school programs field trips special events vocational trainings workshops and emergency situations. E
Interpret during classroom and other activities including lectures and discussions noncaptioned visuals story readings plays and public address announcements; utilize a register range appropriate to the setting and intent of the speaker. E
Provide expressive and receptive interpretation and transliteration in American Sign Language manually coded signed English systems and voicing into English for deaf and hard of hearing students District staff parents and others. E
Communicate with students utilizing the mode of communication best suited to their needs in accordance with Individualized Education Plans (IEP); participate in IEP meetings as requested; confer with District staff regarding student progress and other concerns; maintain confidentiality of sensitive and privileged information. E
Review textbooks and academic materials to prepare for interpreting; confer with teachers regarding environmental changes to enhance instruction and modification of assignments for students; operate audiovisual equipment as needed. E
Reinforce instructional concepts and assure student understanding of classroom instruction and related materials; interpret student questions comments and responses to teachers. E
Encourage and guide students to focus on assigned tasks be involved in learning activities and become selfreliant; assist students with and demonstrate use of auditory equipment as needed. E
Observe and record information regarding student behavior progress and other significant data as assigned. E
Assist with monitoring classroom outdoor playground field trips and other activities to assure the safety of students. E
Interpret for deaf and hard of hearing District staff and others at meetings trainings and other events where interpretation is needed. E
Attend and participate in a variety of meetings conferences workshops and inservice trainings to maintain current knowledge of field of specialty. E

Note: At the end of some of the duty statements there is an italicized E which identifies essential duties required of the classification. This is strictly for use in compliance with the Americans with Disabilities Act.

Knowledge of:

Expressive and receptive interpretation and transliteration in American Sign Language manually coded signed English systems and voicing into English.
Concerns of deaf and hard of hearing individuals.
Basic concepts of child development age appropriate behaviors and classroom management techniques.
Equipment utilized by the deaf and hard of hearing.
Subjects taught in schools such as arts literature mathematics history and science.
Interpersonal skills using tact patience and courtesy.
Correct oral and written usage of English.

Ability to:

Provide sign language interpreting services to deaf and hard of hearing individuals to facilitate communication.
Provide expressive and receptive interpretation and transliteration in American Sign Language manually coded signed English systems and voicing into English.
Encourage and guide students to focus on assigned tasks be involved in learning activities and to become selfreliant.
Maintain a continuing relationship with students and staff over a prolonged period.
Understand and relate to deaf and hard of hearing individuals.
Direct students into safe activities and encourage positive relationships.
Oral and written communication skills.
Work independently with little direction.
Meet schedules and timelines.
Establish and maintain effective working relationships with others.
Maintain confidentiality of sensitive and privileged information.
Work collaboratively as an educational team member.

Education and Training:

Consistent with the No Child Left Behind Act of 2002 and other related legislation candidates for this classification must meet the following standards:

The equivalent of graduation from high school and one of the following:

1. Completion of at least two years of study 48 semester units or 60 quarter units) at an institution of higher education; Or

2. Attainment of an Associate of Arts degree or higher degree; Or

3. Meeting a rigorous standard of quality by receiving a passing score in an examination administered by the Personnel Commission which demonstrates the knowledge and ability to assist in instructing reading writing and mathematics.

Completion of course work in Deaf Studies Early Child Education or a related field is preferred.

Experience:

Valid certification issued by the Registry of Interpreters for the Deaf (RID) or equivalent. The following certifications are recognized by the State with a score of level 4.0 or above:

1. National Association of the Deaf (NAD)
2. American Consortium of Certified Interpreters (ACCI)
3. Educational Interpreters Performance Assessment (EIPA)
4. Educational Sign Skills Evaluation (ESSE)

Some positions in this classification may require the use of personal automobile and the possession of a valid California Class C drivers license.



SELECTION PROCEDURE:
The examination process for this recruitment may be comprised of one or any combination of the following: screening of the applicants training background and experience; scored evaluation of responses on a supplemental application. Only the most highly qualified candidates will be invited to continue in the examination process. Successful candidates who pass all parts of the examination process will be placed on the eligibility list in order of their relative merit as determined by these competitive examinations.

The Long Beach Unified School District prohibits unlawful discrimination harassment (including sexual harassment) intimidation or bullying targeted at any student or employee by anyone based on the student or employees actual or perceived race color ancestry nationality national origin immigration status ethnic group identification ethnicity age religion marital status pregnancy and related conditions parental status physical or mental disability medical condition sex sexual orientation gender gender identity gender expression or genetic information or association with a person or group with one or more of these actual or perceived characteristics.

For questions or complaints contact Equity Compliance Officer: Steve Rockenbach Director of Employee Relations1515 Hughes Way Long Beach CA and Title IX Coordinator: Kimberly Dalton Director of Human Resource Services 1515 Hughes Way Long Beach CA and 504 Coordinator: Jenny R. Acosta Program Administrator 2221 Argonne Ave LB.