Professional Development
Sample Scholar capstone project.
Shared with permission.
This Professional Development webpage demonstrates my acknowledgment that school interpreting is its own competence that I must be willing to hone throughout my professional practice. Even as a student of interpreting, I already realize the importance of professional development as a foundation of both the interpreting and educational fields (C10). Being an interpreter is being a life-long learner.
Additionally, I investigated U.S. public education and childhood development resources that frame the work of school interpreters in my Resource Library.
School Interpreting Series (SIS) Standards
SIS Competency 10
Participate in academic activities that lead to the post-graduation pursuit of professional credentials, professional development in education and interpreting, and supervision and accountability. (Knowledge, Skill, & Attitude)
This page includes professional development for:
This page also includes an overarching reflection and references.
Professional Development Badges
EIPA Tests
The Educational Interpreter Performance Assessment (EIPA) is a skills assessment hosted by Boys Town National Research Hosptial. The assessment is focused on the skills required of qualified K-12 interpreters. The EIPA is comprised of two parts: a written test and a performance assessment. The written test is an online multiple-choice test with 176 questions covering nine domains: child language development, culture, education, English, interpreting, linguistics, literacy and tutoring, professionalism, and technology. The performance assessment focuses on skills in expressive and receptive interpreting in a K-12 public classroom environment. A numerical score is provided by evaluators from 0-5 with a 5.0 indicating the highest level of skill.
During the SIS course Childhood Development for School Interpreting, I took an EIPA: Written practice test. It was 15 multiple choice questions based on information in the EIPA Content Standards. The purpose of the practice test was to get acquainted with the EIPA Written Test & Knowledge Standards (Boys Town National Research Hospital, 2023) and prepare for the types of questions that will be on the official written assessment. The questions covered six major themes: principles of learning, child and language development, literacy development, language and information deprivation, the IEP, and the current state of school interpreting. I passed the practice test with 100%. The official EIPA written test is pass/fail and requires a score of 75% or higher to pass. I feel confident that I have the knowledge to pass the written test.
EIPA: Written
Projected date of completion:
Summer 2025
I will take the EIPA: Written test in the summer of 2025. The spring semester is busy with final coursework and my internship, and I want to be able to focus on reviewing the material and feeling confident to take the test. All the content I need to know for has now been covered through the SIS courses.
Between now and when I can take the written assessment, I plan to study the EIPA Written Test and Knowledge Standards and the NAIE Code of Ethics. I also have the TEP Total Prep workbook/textbook which contains English skills prep for the BEI, but will be useful in practicing for the EIPA.
EIPA: Performance
Projected date of completion:
May 2025
I'm registered to take the EIPA performance assessment between May 15-18, 2025. This is the only opportunity to take the assessment locally at this time. It also coincides with the end of my internship and the spring semester. At that point, I'll have finished my SIS courses and be ready to take the performance assessment.
I am subscribed to the EIPA practice materials and plan to keep working through the videos on my own and with my mentor. The internship experience will be a big part of my final preparation and training for the EIPA.
The EIPA written test and performance assessment are recognized as professional credentials. The performance assessment taken in July 2023 and the written pre-test taken in December 2024 meet the standards for SIS Competency 10 since they were taken as part of SIS coursework. The EIPA results measure my competency as an interpreter in specific areas (see my Interpreting Skills page for more information). My upcoming EIPA results will determine my skill level for interpreting in K-12 settings and if I'm qualified to work as a licensed interpreter in Idaho. The other pages in this website describe the many ways in which an interpreter's skill and abilities impact the academic success of Deaf and hard of hearing (DHH) students. A specific example can be found in the Newsfeeds under the discussion of Perez v. Sturgis Public School District, where underqualified interpreters had a significantly detrimental effect on a student's academic progress. The National Association of Interpreters in Education's (NAIE's) Educational Interpreter Code of Ethics (2021) and the Registry of Interpreters for the Deaf's (RID's) Code of Professional Conduct (2005) both state that interpreters must strive to do no harm to their clients. To uphold these professional standards, it my responsibility to ensure I achieve and maintain a high level of competency in my performance. The NAIE (2019) states that educational interpreters can achieve this standard with an EIPA score of 4.0 or higher and a passing score on the written test. It is my goal to meet the NAIE's recommended goal of a 4.0 EIPA score, even though Idaho's state minimum is a score of 3.5. The NAIE is also in the process of developing a national credential for educational interpreters, demonstrating an interpreter's specialization in education.
Case Conferencing
While the EIPA is professional development that is specific and skills-based, case conferencing involves collaboration and discussion to apply ethical decision-making to a specific situation. Case conferencing is also referred to as supervision and is based on Dean and Pollard's Demand-Control Schema (2013). It is a way for practice practitioners to talk about their work with other practitioners. That could be in a formal setting with a mentor or casually with colleagues. The main purpose of case conferencing is to talk about a situation that usually involves an ethical dilemma.
In An Interdisciplinary Approach to School Interpreting I, our cohort had a chance to participate in case conferencing with a guest interpreter. The guest interpreter explained a situation she had recently experienced. She described the participants and the dilemma. As a class, we talked about the perspectives and values of the participants involved, applied ethical decision-making strategies, and brainstormed possible solutions and the impacts of those decisions. The instructor leading the discussion asked guiding questions for the guest interpreter to consider. The discussion applied the DSDI (Dilemma, Solution, Decision, Impact) framework for analyzing an ethical situation. Ultimately, the guest interpreter was left with several options to consider before making a decision.
The case conferencing activity meets the criteria for SIS Competency 10, the supervision and accountability knowledge and skill requirement. As a working interpreter, I will be faced with many situations that are challenging. True growth comes from being open and honest with what I know and what I don't know. I appreciate opportunities to learn from others who can offer their experience, wisdom, and perspectives.
Resources
Interpreting
Resources offer many opportunities for interpreters to extend their knowledge through various organizations. This section includes resources pertinent to ASL interpreting. Interpreting is a growing profession and these resources support the interpreter as a professional. The EIPA Training Center and RID websites offer information related to assessments and credentials as well as professional development. The Journal of Interpreting is a peer-reviewed academic journal with articles and research specific to the field. These resources provide information on best practices and professionalism in interpreting.
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EIPA Classroom Interpreting
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The EIPA Classroom Interpreting website serves as a valuable resource for school interpreters. It provides information on scheduling written and performance assessments, as well as details on fees, locations, and a list of frequently asked questions (FAQs). Additionally, the website offers prospective employers a screening tool to assist in evaluating new hires. A link to the EIPA Training Center is also available (featured below), which aids interpreters in preparing for assessments. The site includes an extensive list of resources related to national interpreting and Deaf community organizations, downloadable documents, and materials connected to the nine domains of the EIPA: Written, designed to support studying.
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This resource facilitates the development of both novice and experienced interpreters. Through various workshops, training sessions, and mentoring opportunities, interpreters can prepare for the EIPA and enhance their skills in areas with potential for growth and improvement. The website complements other resources listed here to foster interpreter development, providing a wealth of knowledge that ultimately enhances access to education for DHH students.
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EIPA Training Center
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The EIPA performance assessment tool administered by the Boys Town National Research Hospital is used as a gauge for educational interpreters to determine their current skill level. The scores from this assessment (ranging from 0-5 with 5 being the highest skill level) are used by states to determine a minimum level of competency when hiring educational interpreters. The EIPA Training Center website provides information on the assessment and provides tools for practice and skill development. This site is beneficial to me as a student to help me determine what my current skill level is and gives me a goal for further development. As a working interpreter, I can continue to take the EIPA until I reach a high-level score. Idaho requires an EIPA of 3.5 minimum. My goal is to obtain a 4.0 within a year of graduation.
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Journal of Interpretation (JOI)
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The JOI is a scholarly journal published by RID Publications. Submissions are peer-reviewed and cover a broad range of topics related to the interpreting profession. The JOI contains articles on new research, practitioner essays, and best practices in the field. This is a valuable resource because ASL interpreting is still emerging as a profession. This journal is one of the best places to read about new research and patterns of practice in interpreting. As a practicing professional, it will be vital that I keep up with current research and trends in the field. Doing so will give me the knowledge needed as a practice professional to provide the best service for the consumers I work with. New knowledge allows me to uphold the tenets of RID’s Code of Professional Conduct, specifically tenets 2 and 7 (Registry of Interpreters for the Deaf, 2005):
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Tenet 2: “Interpreters possess the professional skills and knowledge required for the specific interpreting situation.”
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Tenet 7: “Interpreters engage in professional development.”
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Registry of Interpreters for the Deaf (RID)
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The RID supports two main goals: It acts as a certifying body for interpreters, and promotes professionalism and development of the interpreting field. Currently, the RID offers two credentials: the National Interpreter Certification and the Certified Deaf Interpreter Certification. States can use these credentials in support of licensing requirements for interpreters. The RID offers many benefits to interpreters including professional development opportunities (online and in-person), discounts on testing and services related to the profession (such as insurance), professional publications, and a community of interpreters to draw from for support. I’m currently a student member of RID and the Idaho RID chapter, and take advantage of several of the benefits offered. As I continue to grow as a professional, RID’s resources and network will support my growth and development in the field.
As an interpreting student, the EIPA Classroom Interpreting site and Training Center, the Journal of Interpretation, and RID have already had an impact on my studies and growth as an aspiring interpreter. These interpreting resources were selected because they have value now and value in the future to me as a working interpreter. All three offer professional development through different ways: face-to-face and virtual workshops and conference opportunities, pre-recorded and live webinars, up-to-date articles on research and trends in the field. These resources are geared towards skill development, awareness of ethics, professionalism, and growth of the interpreter as a practice practitioner. In my work as a K-12 interpreter, I will frequently use these resources. The EIPA Training Center is geared towards skill development in this area, specifically on helping educational interpreters increase their competency in that field in order to better serve Deaf and hard-of-hearing students. By improving my EIPA score, I will become a more effective interpreter for the students and school staff, which results in improved academic outcomes for those students.
Professional Support
Interpreters do more than interpret! Educational interpreters are professionals in the school environment. This means that they need to be aware of resources that support not only their professional credentials and knowledge base, but which support them as a member of the school staff. The following sites provide information which support the educational interpreter as a school professional: ASL Owl, the NAIE, and the National Education Association. Each of these provide information that I will use to as a working school interpreter to educate myself, and increase my knowledge and awareness to the benefit of the DHH students and the educational professionals I team with.
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ASL Owl
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ASL Owl provides mentorship and professional development opportunities for interpreters. Their services are offered as a professional support resource. Working with a mentor is an excellent way to improve your skills. This can result in a higher EIPA score, which is directly beneficial to students and professionals in an educational interpreting environment. ASL Owl offers workshops regarding specific topics that help interpreters earn professional credentials. For example, a series of workshops was advertised in early 2025 focused on discussion of study materials and active practice for interpreters working toward their National Interpreter Certification (NIC) through the RID. As an interpreter, I want to earn credentials through both the EIPA and the NIC to be versatile in my range of skills.
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National Association of Interpreters in Education (NAIE): Resource Center
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The NAIE promotes quality education for d/Deaf, hard of hearing, and deafblind students by providing support and resources to educational interpreters. They set industry standards for educational interpreting, encourage research in the field, and offer opportunities for skill and professional development. The NAIE Resource Center is a complied list of resources on all aspects of educational interpreting: from laws, to the Educational Interpreter Code of Ethics, to language skills development, and guidelines for being a contributing member of the educational team. As an educational interpreter, I can use this to fill in gaps in knowledge, learn and expand on what I already know, and use these resources as a springboard for further inquiry.
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National Education Association (NEA)
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https://idahoea.org/ (Idaho chapter)
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The NEA is the largest labor union in the US (National Education Association, 2022). Their mission is to support and advocate for educators in public education which results in a better public education and student achievement. The NEA offers professional development opportunities not only to teachers, but to all those involved in student learning. They partner with an organization called Digital Promise to offer micro-credentials, mini online learning opportunities for those working in public education, with a wide variety of topics. Examples include modules like Teaching Students with Disabilities, Relationships and Role Elements, and Language Acquisition—Best Practices. In my work as an interpreter, I can participate in these learning modules to further my knowledge base as a member of the educational team. I could also pair with other members of the educational team on specific modules that would benefit DHH student outcomes.
These resources support the educational interpreter through professional skills development. I learned about the NEA through this exploration. While the NEA is geared towards teachers, there are professional development modules that are available free of charge that apply to working with DHH students. This helps support the interpreter in a broader sense as a member of the educational team, and support building connections between interpreters and other members of the team. The NAIE and ASL Owl are geared towards interpreters. For interpreters, mentors are an invaluable resources. Both these organizations can connect educational interpreters with mentors who support skill development and broaden perspectives on what it means to be a interpreter in this field. As a working interpreter, I will use these resources to continue to build my skills. I see the value of working with a mentor, taking advantage of the support networks and materials that NAIE has to offer, and working more closely with other members of the educational team through NAE’s continuing education opportunities.
Bridge Activities for Professional Development
A significant advantage of the Preparing School Interpreters program is the integrated bridge activities. The bridge activities serve to support the transition from student to working professional (program to practice). As a Cohort 2 OSEP scholar, the bridge activities include a 10-week induction-mentorship experience, attendance to a national professional conference, opportunities for research and scholarship with a writing coach, and funding for national credential exams (such as the EIPA or the NIC). I am looking forward to the benefits of these activities for professional growth and development as an interpreter.
Two of the bridge activities I'm most excited for are going to a national conference and participating in scholarly research. Both provide the chance for networking, learning, and exploration within the field of interpreting, and will be explained further below.
National Interpreting Conference
Date TBD: 2026
One of the key factors that attracted me to apply for the OSEP scholar program was the opportunity to attend a professional conference as part of the experience. Although the specific conference and date have not yet been determined, it could occur as early as 2026. The two primary conferences are hosted by NAIE and RID. Attending a national interpreting conference presents valuable opportunities for novice interpreters to engage with the field and establish connections with peers outside of their local communities. These conferences feature presentations and workshops from influential figures and innovators, contributing to the development of professional standards within the field. The content of the conferences benefits interpreters while also serving the Deaf community by providing insight into events and cultural aspects outside of the interpreters' native language and culture (for most).
Attending a national conference fulfills the requirements of SIS competency 10. These conferences bring together individuals to teach, learn, and expand the knowledge base of the profession. They foster a sense of community, encourage relationship-building, and promote collaboration. I am also eager to reconnect with my colleagues from the program in person and share this experience together.
Research Opportunities
Date TBD: Fall of 2025
During the summer session of 2023 at UNC, I took the course Research Methods in Interpretation. The primary aim of the course was to familiarize students with research methodologies and provide an opportunity to apply these methods by writing a literature review on a topic of my choice related to interpreting. I selected the topic of the effectiveness of deliberate practice methods in interpreting. This course sparked my interest in research, and I have since applied the skills I learned throughout my SIS coursework. As I transition from academic studies to professional practice, I am eager to become more involved in the field of educational interpreting and contribute to my local community. I believe that engaging in research is an effective way to achieve both objectives. One topic I am particularly interested in exploring is the application of literacy methods for DHH students in mainstream educational settings.
Interpreting is a lifelong learning profession, and interpreters are practitioners who continually develop their knowledge and skills. Research plays a crucial role in supporting both lifelong learning and ongoing professional growth. Research often involves collaboration, both in data collection and in writing. These are two areas in which I excel, and I plan to build on the skills I developed during my SIS coursework, furthering my professional development as I continue in the field.
SIS: Final Reflection
This final reflection is presented at the end of my School Interpreting Series (SIS) coursework. I recently completed my internship with a public school district in Colorado, and those experiences provided a culmination to my academic concentration in K-12 interpreting. I'm now preparing to transition from student to professional, and I believe I have the skills and abilities to enter the field with competnce and confidence in my abilities as an educational interpreter.
Video Language: English
Overarching Reflection
SIS Competency 10 focuses on professional development practices that enhance the skills and overall competence of educational interpreters. This page offers resources that support educational interpreters from various approaches and perspectives, contributing to a well-rounded professional practice. Over the next year, I will complete the EIPA written and performance exams, finish my coursework, and graduate from UNC with a bachelor's degree in interpreting, concentrating in educational interpreting. I believe this website demonstrates my employability as a school interpreter. I feel confident entering my internship with the knowledge and skills I have gained thus far. My natural curiosity and passion for learning are valuable assets for continued growth and professional development.
My greatest challenge is finding time to engage in deliberate practice outside of classwork. As a wife, mother, and interpreting student, my time is often stretched thin with multiple demands. However, as my coursework concludes, I anticipate my schedule will adapt to a new normal, and I aim to incorporate deliberate practice activities into my routine.
Professional development extends beyond the resources listed here, but I consider these to be highly beneficial, influential, and a solid foundation for identifying additional development opportunities. In Idaho, educational interpreters are required to complete 80 hours of continuing education every five years. The professional resources provided on this page offer regular opportunities for growth that fulfill these requirements. I also appreciate the opportunity to review the resources shared by other members of my cohort. Their unique perspectives and research approaches have contributed to a diverse set of resources from which I can continue learning.
References
ASL Owl. (2024). Who is ASL Owl? https://aslowl.org/about-us
Boys Town National Research Hospital. (2021). EIPA written test and content standards.
https://cdn.aglty.io/classroom-interpreting/resources/EIPAContentandKnowledgeStandards.pdf
Boys Town National Research Hospital. (2024). Classroom interpreting. https://classroominterpreting.org/
Dean, R. K., & Pollard, R. Q. (2013). The demand-control schema: Interpreting as a practicing profession. CreateSpace.
Idaho RID. (n.d.). Resources. https://idahorid.org/Re-sources
Journal of Interpretation. (n.d.). About this journal. https://digitalcommons.unf.edu/joi/about.html
National Association of Interpreters in Education. (2019). Professional guidelines for interpreting in educational settings.
https://naiedu.org/guidelines/
National Association of Interpreters in Education. (2021). Educational interpreter code of ethics. www.naiedu.org/codeofethics/
National Association of Interpreters in Education. (2024). Resource center. https://naiedu.org/resource-center/
National Education Association. (2024). About NEA. https://www.nea.org/about-nea
Registry of Interpreters for the Deaf. (2005). NAD-RID code of professional conduct.
https://rid.org/programs/ethics/code-of-professional-conduct/