(a)

1. (1) The roles and responsibilities for the educational interpreter/transliterator, classroom teacher, administrator, and student in the interpreting situation are to be clearly outlined and explained.
2. (2) A district administrator is to assign responsibilities to the individuals prior to initiation of services.
3. (3) If the interpreter/transliterator is newly hired, the administrator is to provide orientation regarding the job.
4. (4) The interpreter/transliterator is an employee of the school district, and all rules and regulations must be followed.

(b)

1. (1) A clear job description for educational interpreters/transliterators is to be developed by the school district and understood by all parties involved in the interpreting process.
2. (2) A job description provides clarification on employment issues, and it needs to be written prior to initiation of services.

3. (3) Minimally, the job description is to include:

   1. (A) Job title;
   2. (B) Roles and responsibilities;
   3. (C) Qualifications; and
   4. (D) Skill requirements.

(c)

1. (1) The role of an educational interpreter/transliterator in a high school setting may be vastly different from that of an interpreter/transliterator in an elementary setting.
2. (2) In addition, some issues may be unique to the interpreting position and require special consideration and clear communication to relevant parties.

3. (3) Examples include the following:

   1. (A) Educational day.

(c) (c) Preparation time to meet with the instructor, read lecture outlines, skim required reading in textbooks, and preview instructional videos may need to be scheduled.

1. (ii)

(b) (b) In some cases, changes of placement are required during the instructional period.

1. (c) (c) All staff members should be aware that the student will need access to information in other activities of the school, assemblies, field trips, dramatic presentations, etc.

   1. (d) (d) A plan needs to be developed and implemented in case the interpreter/transliterator is absent;

   2. (B) Physical conditions.

      1. (i) Continuous interpreting cannot be sustained over a prolonged period of time without producing fatigue and reduction of effectiveness on the part of both interpreter/transliterator and student.
      2. (ii) Prolonged interpreting without a break also introduces a health risk for the interpreter/transliterator in a variety of overuse syndromes (e.g., carpal tunnel syndrome).
      3. (iii) Therefore, consideration is to be given when assigning additional tasks (e.g., bus or cafeteria duty);

   3. (C) Tutoring.

      1. (i) With proper training and level of knowledge about the subject matter, interpreters/transliterators may provide tutoring services for students who are deaf.
      2. (ii) If tutoring is part of an educational interpreter’s/transliterator’s responsibilities, it must be carried out under the direct supervision of the teacher.
      3. (iii) The teacher ultimately is responsible for teaching and assessing student progress.
      4. (iv) It is not appropriate for the interpreter/transliterator to provide classroom instruction in the absence of the teacher or to take on the responsibility of the teacher for management of the class;

   4. (D) Dress code.

      1. (i) Interpreters/transliterators are to follow dress codes established for other professionals in the school.
      2. (ii)

(b) (b) Interpreters/transliterators need to wear solid colors contrasting to skin tones or subdued prints rather than bright, busy patterns;

1. (E) Educational team.

   1. (i) The interpreter/transliterator is an important member of the student’s educational team.

      1. (ii) With that duty the interpreter/transliterator actively participates in programming committee meetings, especially regarding decisions related to communication issues.
      2. (iii) When participating in these meetings, the interpreter/transliterator cannot simultaneously provide interpreting services for any participant who is deaf.
      3. (iv) When the student who is deaf is included in the meeting, another interpreter/transliterator is needed to allow the student’s interpreter/transliterator to fully participate as a committee member.
      4. (v) If another interpreter is not available, the interpreter should submit information in writing and may then act as interpreter for the meeting;

   2. (F) After school hours.

      1. (i)

(b) (b) If this is a condition of the job, it must be discussed at the earliest possible date.

1. (ii)

(b) (b) When a student who is deaf elects to participate in such programs, districts are responsible to provide interpreting services.

1. (c) (c) An administrator may choose to contract with the district interpreter/transliterator or with another qualified community interpreter/transliterator; and

   1. (G) When the student who is deaf is not present.

      1. (i) The district needs to prepare a plan for the interpreter/transliterator when the student is absent, and the plan needs to be clearly communicated to all relevant parties, principal, teachers, school secretaries, special education supervisor, interpreter/transliterator, etc.
      2. (ii) This may include plans to improve interpreting skills or to perform other assignments.
      3. (iii) It is not appropriate for an interpreter/transliterator to take notes for the student in his or her absence.