Welcome!
Educational interpreting is a complex job requiring not only the linguistic knowledge to provide communication access between Deaf and hearing clients in school environments, but knowledge of educational systems and structures, ethical decision-making, student/child development, and specific knowledge of working with Deaf and hard of hearing (DHH) students within that environment. Being an educational interpreter is a rewarding job, and one to take seriously: Deaf and hard of hearing students have their education filtered through interpreters.
This website was created by a Preparing School Interpreters (PSI) Scholar as part of a capstone project across the School Interpreting Series. It is shared here as an example of student work and is used with the creator's permission.
My School Interpreting Series (SIS) Website is an online portfolio which showcases my knowledge and skills of interpreting in
K-12 public school systems. Each page is focused on specific SIS competenies, and features examples of my work and understanding within each competency. The SIS website shows how I work as a member of an educational team and demonstrates the knowledge I possess to be successful as an educational interpreter.
This page includes information about me with my school interpreting journey, community ties,
About Me
My name is Andrea Cronrath (she/her). I live in Nampa, ID with my husband and two kids (ages 11 and 8). I have degrees in music from The College of Idaho (BA), sign language studies from the College of Western Idaho (AS), and am pursuring a bachelor's degree in ASL-English interpreting with a concentration in K-12 educational interpreting from the University of Northern Colorado (anticipated graduation winter 2025). I found a passion first for American Sign Language and then for interpreting when my kids were both very young. What started off as something fun to do together opened my eyes, hands, and heart to the Deaf community. I am so excited to continue this journey as an educational interpreter, working with an amazing community.
This webpage introduces me through my learning as a scholar in the Preparing School Interpreters program, ties to the Deaf and interpreting communites, academic credentials, and my Myers-Briggs personality profile.
School Interpreting Journey
I love school! Being in the classroom is never boring: there's always something new to learn and every day is different. I've loved volunteering in my kids' classes, observing working K-12 interpreters, and being part of the energy that makes a school run. Recently, I've had the privilege of working on reading comprehension skills in English with 6th grade hearing students. The same skills will be used when working with DHH students one-on-one: collaboration with the classroom teacher on the lesson plans and goals for the student, and using my ASL skills when working with the student to improve their literacy and report back any gaps in understanding to the teacher so they can continue to support the student's learning and academic development.
DHH students have the right to a free appropriate public education supported by qualified interpreters. This is a topic discussed on many of my webpages in different capacities. As an educational interpreter, I'll bring my love of learning and working with students with me every day. I enjoy being part of the team and encouraging growth and learning in others.
University of Northern Colorado, Preparing School Interpreters Cohort 2
School Interpreting Series Courses
The School Interpreting Series is facilitated through the Preparing School Interpreters Project, a grant from the US Department of Education's Office of Special Education Programs (OSEP). As an OSEP scholar participating in this program, I took 5 additional courses dedicated to preparing me to work as an educational interpreter with d/Deaf and hard-of-hearing students in K-12 settings: the School Interpreting Series (SIS) concentration. Each School Interpreting Series course is listed below with a synopsis of the major concepts covered. In addition to these 5 courses, I also took Program to Practice, a class which emphasized creation of this online portfolio and the practice of interviewing skills in preparation for entering the job market as a professional sign language interpreter. See my Professional Development page for more information about my plans for professional credentials, program-to-practice bridge activities, and continuing education.
Introduction to School Interpreting
INTR-430 Fall 2023
INTR-430 taught the foundations of educational interpreting, including applicable state and federal laws, the role of the interpreter as part of the educational team, state standards for educational interpreters, and practice interpreting classroom scenarios in a simulated online environment. I also adapted Bronfenbrenner's Ecological Systems Theory to a Deaf/hard of hearing student's ecology as it applied to a mainstream school environment.
Systems & Structures for School Interpreting
INTR-431 Spring 2024
In INTR-431 I was introduced to classroom discourse through teaching methods and communication strategies teachers use, student diversity and neurodiversity, and instructional methods for working with Deaf/hard of hearing K-12 students. The course also covered elements such as a personal Myers-Briggs personality profile, research into topics of interest which impact DHH students, and presentations on instructional methods used in classrooms and applying IEP recommendations suited to an individual student's language needs.
An Interdisciplinary Approach to School Interpreting I
INTR-432 Fall 2024
INTR-432 centered on interdisciplinary collaboration, interpreting skill development, ethical decision-making in a K-12 environment, school system structures, and working effectively as a member of the educational team. Emphasis was placed on supporting the development of Deaf/hard of hearing students in public school systems and the systems that support them, such as the Individiuals with Disabilities Education Act (IDEA) and Individualized Education Plans (IEPs). I practiced responding to specific scenarios as a member of the educational team, applying ethical-decision making and collaboration with students and colleagues.
Post-Graduation OSEP Scholar
Opportunities
Begins Summer 2025
Post-Graduation OSEP Scholar
Opportunities
Begins Summer 2025
Childhood Development for School Interpreting
INTR-433 Fall 2024
INTR-433 focused on developmental milestones for children from birth through adolescence, including linguistic, social, cognitive, and emotional development. I learned more about the educational interpreter's role as a related service provider, and the IEP form and assessments a student may take to determine the accommodation services they need. This course also provided opportunities to practice and prepare for the Educational Interpreter Performance Assessment (EIPA).
An Interdisciplinary Approach to School Interpreting II
INTR-434 Spring 2025
The final skills course of the SIS, this class provides opportunities to practice interpreting K-12 scenarios interpreters may encounter on the job. I will apply knowledge from the previous courses to prepare for interpreting using a systems lens, ethical decision-making, and a professional approach. I
will use analytical thinking skills to address the needs of the DHH student and how to effectively collaborate with their educational team. This course also builds a foundation for success by exploring current events impacting the Deaf community, and how historic and legal events have shaped legislation which affects DHH students.
Program to Practice for School Interpreting
INTR-435 Spring 2025
Program to Practice is the final SIS course that culminates in this online ePortfolio. The ePortfolio began with INTR-430 and has been in-progress over the last two years. With the completion of this class, the ePortfolio will be finalized, and will serve as proof of learning and will demonstrate my employability as a school interpreter. This course also aims to develop professional interviewing skills, reflecting on learning over the SIS coursework and evidenced by the ePortfolio.
Post-Graduation OSEP Scholar Opportunities
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Attend a professional conference
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Take national credential exams
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Participate in research/scholarship
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Participate in induction/mentorship
Beginning Summer 2025:
Community Ties
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I am a student member of these professional interpreting organizations:
National Association of Interpreters in Education | Registry of Interpreters for the Deaf (national) | Idaho RID (local chapter)
Membership in these organizations is beneficial because I have access to member-specific content which supports professional development, offers discounts on webinars and other events, and provides updates direct from each organization. I appreciate getting to participate in certain events that are geared towards working interpreters but are open to interpreting students as well. In fall of 2023, Idaho RID celebrated their 50th anniversary and held a weekend full of workshops, social opportunities, and networking with interpreters and the Deaf community. I also attended Idaho RID's fall conference in October 2024, and look forward to participating in national conferences through NAIE and RID in the future.
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Past Idaho RID student member-at-large (2018-2020)
Academics
University of Northern Colorado
Extended Campus Student
Greeley, Colorado
Bachelor program
Graduation Anticipated: Winter 2025
Major: ASL-English Interpretation
Minor: American Sign Language
Concentration: School Interpreting Series
College of
Western Idaho
On-Campus Student
Nampa, Idaho
Associate of Arts
Degree Earned: Spring 2021
Major: Sign Language Studies
The College of Idaho
On-Campus Student
Caldwell, Idaho
Bachelor program
Degree Earned: 2007
Major: General Music
Minor: German Language & Culture
Myers-Briggs Personality Profile
School Interpreting Series (SIS) Standards
SIS Competency 8
Explore one’s own positionality and intersectionality as an individual, Related Service Provider, and educational team member within the educational system and with diverse colleagues, the student body, and the families of deaf and hard of hearing students. (Attitude)
What it is:
The Myers-Briggs Type Indicator (MBTI) is a personality assessment based on Jung’s theory of psychological types. Myers and Briggs adapted Jung’s principles which added to their own research and understanding of personality profiling to create a way of organizing characteristics and traits (16Personalities, n.d.b). The website 16Personalities.com hosts a questionnaire based on the MBTI that provides a personality profile free of charge.
What it Means:
The results of my questionnaire on 16Personalities state my Myers-Briggs profile type is INFJ-A, Advocate: Introverted, Intuitive, Feeling, Judging, and Assertive. “INFJ personalities might come across as somewhat reserved, but they are fueled by a profound internal passion. Stimulated by deep, reflective thought and an enormous amount of empathy, they dedicate themselves to the pursuit of purpose” (16Personalities, n.d.a). INFJ personality types value integrity, helping others, seeking authentic relationships, and making the world a better place. Weaknesses of the INFJ personality type are that they can be sensitive to criticism, perfectionistic, and prone to burnout (16Personalities, n.d.a).
Taking the Myers-Briggs Personality Assessment provided significant insight into my personality and how I interact with the world around me. The summary from 16Personalities offered valuable information that resonated with me, and I found myself recognizing how various aspects of the assessment aligned with my own worldview. For example, the description of INFJ attributes emphasized being an agent of change and possessing a deep desire to contribute positively to the world. INFJs are characterized by a preference for making a difference rather than seeking recognition for their efforts. This aspect of the INFJ profile directly aligns with my career transition into educational interpreting. My decision to pursue a career in this field was driven by a desire to contribute meaningfully to society and engage in work that is personally fulfilling while helping others achieve more in their lives.
The findings from the Myers-Briggs Type Indicator (MBTI) assessment have validated my career choice in ASL-English interpreting. The profession requires empathy, insight, and ongoing personal development—qualities that are strongly associated with the INFJ-A personality type. Additionally, the profile highlighted potential challenges faced by INFJs, such as a tendency toward perfectionism, sensitivity to criticism, and vulnerability to burnout. While I was already aware of these traits in myself, it was helpful to see them explicitly identified. Recognizing these characteristics has enabled me to develop a more focused approach to addressing negative responses and external demands. For instance, when a colleague critiques my interpretation due to a lack of understanding of the interpreter’s role, I now have the awareness to respond with perspective, considering both their viewpoint and the broader context before reacting.
Furthermore, knowing that individuals with my personality type are particularly prone to burnout has underscored the importance of implementing effective self-care strategies. By proactively addressing these challenges, I can maintain my balance and excel in my role as an interpreter.
References
16Personalities. (n.d.a) Advocate personality: INFJ-A/INFJ-T. NERIS Analytics Limited. https://www.16personalities.com/infj-personality
16Personalities. (n.d.b). Our framework. NERIS Analytics Limited. https://www.16personalities.com/articles/our-theory