Roles & Responsibilities
Sample Scholar capstone project.
Shared with permission.
This Roles & Responsibilities webpage demonstrates my knowledge of the roles and responsibilities of the educational team. On this page, I provide four 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.
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
The role of the educational interpreter is often misunderstood by people outside the interpreting profession. In school settings, that confusion has an impact on the services delivered to d/Deaf and hard of hearing (DHH) students. A study by Fitzmaurice (2021) showed explicity that school administrators wanted "more guidance about the role of interpreters" (p. 65). Educational interpreters occupy many roles: interpreting lesson content, translating printed documents from English to ASL, tutoring (including pre-teaching vocabulary, under supervision by the classroom teacher), consulting with the educational team on a student's language access, and much more. This section explores these topics and gives an overview of expectations for interpreters in these roles.
Interpreting
An interpreter is a related service provider whose primary role is to facilitate communication between DHH students, hearing professionals, and peers in an educational environment. Major responsibilities associated with this role include:
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Facilitate communication between DHH and hearing clients in the student’s primary classroom, special classes (PE, computer, etc.), and extracurricular activities
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Participate in Individualized Education Plan (IEP) meetings as a related service provider, providing input on the student’s communication progress and needs
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Educate hearing professionals in the school about the role of the interpreter
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Pursue professional growth and development opportunities
There are three major laws that have resulted in educational interpreters in mainstream public classrooms becoming related service providers to DHH students. The Vocational Rehabilitation Act (VRA, 1973), required all students to have access to a free appropriate public education (FAPE), regardless of disability or special education needs and required DHH students have access to qualified interpreters (Johnson, et al., 2023). The Americans with Disabilities Act (ADA, 1990) expanded on the VRA and required school districts provide interpreters and establish IEP's for each qualified student (US Department of Justice, 2023). The Individuals with Disabilities Education Act (IDEA, 1990, 1997, 2004) established interpreters as related service providers (Johnson, et al., 2023), allowing them to participate in educational team meetings. The National Association of Interpreters in Education (NAIE) Professional Guidelines for Interpreting in Educational Settings (2019) set the standard that educational interpreters should seek out professional development opportunities, building their skills and competencies in interpreting.
Employment standards vary from state to state: there is no federal national standard. NAIE has published documents in an effort to standardize employment requirements, but not all states have adopted those recommendations yet. Idaho’s requirements for K-12 educational interpreters are different than the requirements for community interpreters. Educational interpreters are not required to maintain a state license, take a written exam, or graduate an interpreter training program. Educational interpreters in Idaho must obtain a score of 3.5 or higher on the Educational Interpreter Performance Assessment (EIPA), and earn 80 hours of continuing education units over a five-year period (Idaho Educational Interpreter Act, 2006).
School interpreters are part of a larger educational system (Lawson, 2021). Their work has impacts beyond the students they work with, to include “administrators, teachers, interpreters, parents, and students” (Lawson, 2021, p. 259). The educational system includes the big-picture goals of the school district administrators, and state and federal departments of education, which all oversee the needs and success of all students. By facilitating communication, being involved in IEP meetings, and staying up to date on professional development, interpreters contribute to the big-picture goals: DHH student success, achievement, and, ultimately, independence. Students who have a good support system (to include qualified interpreters) are better prepared to self-motivate and achieve more academically (Jones, 2005). Educational interpreters report directly to the principal; for professional supervision and guidance in Idaho, educational interpreters contact the Idaho Interpreter Education Training Coordinator (Idaho Educational Services for the Deaf and the Blind, 2022). To promote a positive work relationship with oversight personnel, interpreters can keep lines of communication open through professional questions and conversation, and by having appropriate resources and information at hand when addressing concerns with oversight personnel.
To see samples of my interpreting, please visit the Interpreting Skills page.
Sight Translating
A school interpreter's role extends beyond facilitating communication; another important function that interpreters regularly engage in is sight translation. Sight translation is the process of taking a written text and producing it in a different oral or signed language. In classroom settings, this can include information written on the whiteboard, PowerPoint presentations, worksheets, tests, books, and more. Major responsibilities associated with this role include:
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Translate written information from English to American Sign Language (ASL) or a signed modality, depending on the student's language use.
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Read-aloud: translate a book, worksheet, or test
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Pre-teach: use information provided by the teacher to familiarize the student with vocabulary relevant to an upcoming lesson.
Sight translation is an important part of developing literacy for DHH children. Many deaf students born to hearing families struggle with fluency in a first language, even with intervention and assitive technology, "particularly in the area of complex grammar and syntax" (Morere, 2011, p. 1). Sight translation is an area where teachers and interpreters can work together to support developing literacy skills in DHH students. One way to do this is through read-alouds. Read-alouds can include teacher-led story time or come from books or other printed classroom materials that the interpreter translates. Interpreters can support vocabulary and language development through different techniques, such as sandwiching (fingerspelling key words, producing the sign, then fingerspelling again, or vice versa), expansion, and asking the student to predict or reflect based on what they understood from the text (CSDB Channel, 2014; CSDECEASL, 2012). Below is an example of me simulating a read-aloud, a selection from Pete the Cat's World Tour by James Dean, in ASL with a DHH elementary-aged student.
In this scenario, the student is a first grader with delays in language and social skills. He works with a Teacher of the Deaf every day and their sessions are interpreted. Parameters for the read-aloud state to include ASL linguistic structures (space, classifiers, non-manual markers, etc.), fingerspelling, vocabulary reinforcement, reading strategies, and to actively engage the student. Priority should be placed on implementing the parameters over finishing the book. During my prep work for this scenario, I wrote down the goals for the interaction and also sketched out a systems model so I could frame the interaction (see Systems & Collaboration). I researched vocabulary and made a list of strategies to include. My prep work helped me to feel confident going into the read-aloud and I incorporated several techniques that supported the student's overall learning. I also had fun "connecting" with the student. Something I wasn't sure of was reinforcing "new" vocabulary words through emphasis, fingerspelling, and classifiers. When working with a real student, I'll be able to use context cues and first-hand knowledge to know if a student doesn't understand a concept or needs support with a word.
Tutoring
A second aspect of role related to sight interpreting is tutoring. An educational interpreter can act in the role of tutor for DHH students by meeting with a student one-on-one to work on concepts the student may be unsure of. Major responsibilities of this role include:
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Review of concepts/vocabulary already taught by the general education teacher
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Enhance the student’s understanding of material (but does not replace classroom instruction)
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Work with the student outside of classroom instruction time and not during active interpreting (Brown et al., 2019)
In this role, the interpreter supports the student and their understanding through direct communication. The interpreter is familiar with the student, their communication style, and the classroom material, which makes them a primary candidate to tutor (Schick, 2007). The interpreter supports the general and special education teachers when taking on this role: the content is reinforced and it frees time for the teachers to work with other students.
Interpreters should only act as tutors when they’ve been properly trained and/or are under supervision by a certified teacher (National Association of Interpreters in Education, 2019). The classroom or special education teachers provide oversight in this role. Interpreters and teachers can meet to discuss goals for the student before the interpreter engages in a tutoring session with the student. If the interpreter encounters difficulty during a tutoring session or if the student has questions the interpreter doesn’t feel knowledgeable enough to answer, the interpreter can invite the teacher to join the session. Collaboration between the teacher and interpreter builds trust by demonstrating to all parties that they are working together on behalf of the student and their understanding of the material.
Often, students are asked to listen while simultaneously performing other tasks, such as searching for materials, looking at visual aids, reading printed information, etc. (Smith, 2010). While hearing students can typically perform overlapping tasks, DHH students need to watch the interpreter and miss information if they look away to do something else the teacher directed. Smith (2010) describes a situation where a teacher asked the class to write down sentences including vocabulary words as he read the sentences aloud. The DHH student needed to attend to both the interpreter and their paper at the same time. This is an example where pre-teaching vocabulary can be useful. The interpreter works with the student to show them the printed word, fingerspelling, the sign, and how to use the word in a sentence (providing context). If the student is already familiar with the vocabulary and how to use the words in sentences before the class lesson, their mental load is somewhat reduced, even though the visual demands remain the same.
Tutoring Work Sample: Pre- and Post-Teaching
Several elements discussed on this page are represented in the following work samples. Pre- and post-teaching are part of the role of the educational interpreter and involve working in tandem with the educational team to meet the needs of the student and their IEP goals. In this scenario, the classroom teacher, Mr. Neimus, is getting ready to present a unit on photosynthesis. The Teacher of the Deaf, Ms. Marcum, asks the interpreter to make a video for the DHH student so she has time before the lesson to familiarize herself with the vocabulary. The interpreter is provided with the lesson plan, goals for the lesson, and the materials that will be used during class. The student has language and learning delays. She's in seventh grade and worked with Ms. Marcum the year before. Personalized videos have proved effective in helping the student keep up with the rest of the class. The videos below demonstrate pre-teaching the vocabulary in detail and a shorter video to review just the vocabulary. The post-teaching videos simulate follow-up with Mr. Neimus to let him know how I approached pre-teaching, and with the student following the lesson to reinforce the concepts using manipulatives.
I learned a great deal going through the process of pre- and post-teaching. I had to think about what I knew about the student, my working relationships with the classroom teacher and TOD, the goals of the lesson, and how all the pieces fit together. It was a good exercise in systems thinking and collaboration. An area that where I felt challenged was in the vocabulary review where I wasn't sure of the flow of information and was trying to hold a lot of information in my head all at once. When doing this type of work in the future, I will take more time with my video editing and make a video with breaks between each word with time to review. An area of strength was communicating with the classroom teacher about my plan for post-teaching. I recognize the classroom teacher is the lead authority on teaching content and I feel comfortable telling him my plan in case he has feedback or suggestions. Teamwork is an aspect of the job I truly enjoy. Pre- and post-teaching skills are valuable tools I can utilize as a working interpreter.
Consulting
Another role that is often overlooked but is important to the success of school interpreters is ensuring school staff and administrators understand what the interpreter does. An educational interpreter serves as a consultant with knowledge about accessibility needs for DHH students, Deaf culture and its intersection and divergence with mainstream culture, and the role of the interpreter in the school system. Major responsibilities associated with the role include:
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Serve as an accessibility and communication expert
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Provide input on the student’s communication in class and progress with their IEP goals
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Serve as a resource for school administrators and staff who may be unfamiliar with the needs of DHH students (Lawson, 2021)
The role of the interpreter has changed over time. Up through the 1950's, interpreters were seen as helpers to d/Deaf people, often taking the DHH person's autonomy in a facilitated communication event. Other model types that followed included the conduit/machine (where the interpreter was "invisible" in the communication), the facilitator (the advocate), and the bilingual/bicultural model (the ally) (McIntire & Sanderson, 1993). The current role of consultant stems from advocacy and allyship, of being on the same team as the DHH student.
The consultant model is relevant in schools today as interpreters are needed to provide information on DHH education standards, how to provide materials that have the best visual access, and fill in gaps that mainstream teachers and administrators may be unaware of. This role is more focused than that of the interpreter in general: it concerns a specific element of the educational interpreter’s job and is mainly pointed at hearing adults in the educational system.
A Teacher of the Deaf (TOD) would be a valuable resource for an interpreter in this role if there is one available in the school or the district. An interpreter can create a positive working relationship with a TOD by acknowledging and respecting the TOD’s perspective and experience as a member of the Deaf community. The interpreter needs to be flexible and open-minded when working with other members of the educational team.
Educational Team
The educational team is comprised of the student, the student's parents, school administrators, the classroom teacher, special education teacher, Teacher of the Deaf (TOD), related service providers (such as an educational interpreter, physical therapist, occupational therapist, audiologist, speech language pathologist, school counselor, etc.), and any other professionals as required. The educational team works together to collaborate and discuss the needs of an individual student. One of the team's primary responsibilities is to develop and administer a student's Individualized Education Plan (IEP) through the Individuals with Disabilities Education Act (IDEA) or 504 plan (through the Americans with Disabilities Act (ADA)), ensuring qualified students are provided with the proper accommodations to receive a free appropriate public education (FAPE). This section provides descriptions of four members of the educational team.
Parent/Guardian/Caretaker
As experts on the student, the parents provide information about the student (the student's strengths and weaknesses, their observations from home life, where there may be an area that needs support) and offer their insight to the rest of the IEP team (Küpper & Kohanek, 2023). Major responsibilities associated with this role include:
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Provide insight on the student from a perspective outside of the academic setting
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Listen to the rest of the IEP team and consider that they have to say with an open mind
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Share suggestions on what would benefit the student based on the IEP team's and the student's recommendations
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Advocate on behalf of the student and their needs
Section 300.322 of the IDEA outlines requirements for parent participation (US Department of Education, 2017). Public agencies are required to invite parents to IEP meetings with plenty of notice and flexibility in venue (i.e. the school, the parents' home, or a neutral location) and also offer the option to meet virtually (ECACorg, 2011; US Department of Education, 2017). Parents are responsible for reading advance materials from the school and attend the meeting informed and ready to participate (US Department of Education 2017).
Parent participation in the IEP meeting is a vital part of the process. They offer unique perspectives on the student that may otherwise be unavailable to the rest of the team. As advocates for the student, they are responsible for supporting the student's needs and rights. The parents' perspective and participation allows the rest of the IEP team (teachers, TODs, interpreters and other related service providers) to make informed decisions on how best to meet the goals of the student. They can make an informed plan on how the different agencies can all work together to the benefit of the student.
Idaho does not have any specific state laws regarding parents in this role, but does refer back to IDEA regulations; no credentials are required for parents in this role. Educational interpreters can build good working relationships with parents of DHH students by listening to them and recognizing that students communicate differently at home than they do at school. Interpreters need to keep an open mind and professional attitude when their own perspectives and goals for the student differ from those of the parents. Interpreters can collaborate by informing the team of their own observations and what they see as effective or challenging for the student within the parameters of the educational environment. Interpreters typically do not interact one-on-one with parents of DHH students outside of IEP meetings. If there is something the interpreter notices between meetings, they should take that observation to the student's case manager, their interpreting team lead, or a supervisor.
Physical Therapist
Related service providers include a wide range of professionals to support the student's overall well-being. Physical therapists in schools support students with mobility, balance, coordination, gross motor skills, and other conditions related to body movement; they also work with members of the educational team by training them how to assist the student with day-to-day movement needs in the classroom. Major responsibilities associated with this role include:
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Attend IEP meetings as a related service provider
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Work directly with the student and provide the appropriate prescribed physical therapy
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Support the educational team by training other educational team members on therapy activities to assist the student (teachers for classroom assistance, parents for continuity at home)
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Maintain licensing requirements per state regulations and the American Physical Therapy Association
Section 300.34 of the IDEA defines 'related services' and specifically lists physical therapy (US Department of Education (b), 2017). Physical therapists are part of the IEP team and are required to attend IEP meetings unless specified in writing by the parents and educational team (US Department of Education (a), 2017). The law provides for physical therapy in schools as part of a disabled child's equal access to education. Having personal physical therapy and also trained staff in the school allows students with physical differences the opportunity to work towards their goals in and out of the classroom (Dunstan & Trenkle-MacAllister, n.d.). Physical therapy supports the student's overall health and well-being and allows for easier participation in an educational environment (Dunstan & Trenkle-MacAllister, n.d.), reinforcing the concept of a free appropriate public education that the Americans With Disabilities Act guarantees for all students. Physical therapists support all members of the educational team by educating them on ways to physically assist the student through movements specifically tailored to the student's needs.
Physical therapists in Idaho must comply with the rules set by the Idaho Division of Occupational and Professional Licenses: successfully pass a written exam, engage in 16 hours of continuing education annually, and submit an annual renewal fee (Bureau of Occupational Licenses, 2007). Educational interpreters can work collaboratively with physical therapists by learning the recommended exercises that support the student’s development and success in a classroom environment. They can also offer suggestions on ways to enhance communication between the physical therapist and the student.
School Administrator
Working with school staff means involvement with school administration as well as teachers. School administrators can include personnel from the school or the district level, such as principal, assistant principal, dean, director/coordinator, and/or superindendent (School Interpreting Series Team (SIS), 2023). School administrators provide oversight and leadership in their school/district, and ensure state and federal rules are implemented and followed. Major responsibilities associated with this role include:
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Management of the school/district personnel (teachers, staff, and students)
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Oversees daily operations in the school/district
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Provide recommendations and resources to the school board and other entitities/constituents
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Supervision of the educational teams' IEP/504 plan processes
Schools may have different levels of administrators, depending on the size of the school and district. Administrators handle day-to-day matters, as well as financial reports, and reports to the school board. At the district and state levels, administrators may lobby the state legislature about issues that impact the schools (Meador, 2021). Locally, principals also work to establish relationships within the school and community. Administrators are generally expected to have earned at the minimum a Master's degree in school administration, supervision and leadership, education, or similar field (SIS, 2023).
Historically, as interpreting has moved to mainstream environments, the role and purpose of the interpreter has neither been clearly determined nor standardized between states or even school districts. Many misconceptions about the role and function of the interpreter persist, particularly among those who do not regularly work with DHH students. Fitzmaurice (2021) noted that while many of the school administrators he interviewed had received some training on working with DHH students, they were not trained on how those students work with educational interpreters. This is important information for educational interpreters to know: when they enter a new school and/or district, they will need to be prepared to describe their role and then advocate for their own needs as well as the accessibility needs of the DHH student(s). An effective way of provide that information is through an inservice for staff and administrators, individually, or during the course of an IEP meeting. The research Fitzmaurice conducted (2021) indicated that while school administrators have mixed opinions about the role and purpose of educational interpreters, they are open to learning and working with interpreters as members of the educational team.
Teacher of the Deaf
It is important that DHH students have access to experts in deaf education. A teacher of the deaf (TOD) is a special education teacher with specific training in working with DHH students. TOD’s can be Deaf or hearing. Major responsibilities of this role include:
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Work with DHH students as a class and/or individually
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Collaborate with the general education teacher and other members of the educational team on IEP goals and day-to-day work for DHH students
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Teach DHH students self-advocacy, expressive and receptive language skills, and serve as a language role model
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Assist DHH students with using assistive listening devices in the educational environment (Exceptional Learners Collaborative, 2022).
Traditionally, TODs taught in self-contained classrooms with only DHH students. Implementation of disability rights laws such as the Americans with Disabilities Act of 1990 (ADA) and the Individuals with Disabilities Education Act of 2004 (IDEA) have greatly impacted the role of the TOD, shifting the educational environment for many DHH students from a self-contained deaf school or classroom to a general education classroom (Dolman, 2010). With many DHH students now in a mainstream setting, the TOD provides expertise on services for these students and their educational teams. The TOD works to ensure proper communication access within the school environment is available to each DHH student. Sometimes, an itinerant TOD will travel between schools in a district supporting students at different schools (Exceptional Learners Collaborative, 2022). TODs also offer support to interpreters who work with DHH students and serve as a resource for school/district administration on the needs and access requirements for DHH students.
In Idaho, TODs must adhere to state standards and certification requirements for teachers. This includes meeting Idaho Core Teacher Standards and requirements for teachers set by the State Board of Education. Teachers must demonstrate competency in 10 base standards through knowledge and performance assessments. TODs are considered “exceptional child teachers" (Idaho State Department of Education, p. 103) and additional standards apply. Idaho does not require teachers to hold a professional license, but does require certification (State of Idaho, n.d.). Teaching certificates are issued to candidates over the age of 18 who have completed a state-approved teacher preparation program.
A positive working relationship with the school/district TOD is important for educational interpreters. If there are questions or concerns about a DHH student’s communication or access to information, the interpreter can consult the TOD for guidance. Interpreters and TODs work together on the educational team and to produce the students’ IEPs. TODs and interpreters can also discuss ways to bridge cultural gaps within the classroom that are specific to DHH students.
Overarching Reflection
The roles of the interpreter and the educational team have a lot of depth and nuance. The contents of this page allowed me to explore and better understand what each role entails, how they fit together as a team, and how they support the student's individual needs. There are roles critical to the educational team and the IEP process that I hadn’t fully considered before. As a parent, I know how much insight parents can offer teachers on their child's needs. I didn't realize how much input parents have in the IEP process, though. I'm curious to attend an IEP meeting and see first-hand how the full educational team works together to develop a DHH student's initial IEP.
SIS Competencies 3, 4, and 1 address roles and responsibilities of the educational team within the mainstream public school setting, collaboration with members of the team, and how the history and structures of the school system impacts deaf and hard of hearing students. I feel confident in my understanding of each role within the educational team and how different roles support different aspects of student success both in this setting and outside of school. The educational team works to support the whole student: academically, emotionally, and physically. The course content was the most influential in leading my learning, but research into each of the roles listed above and peer discussions supported the learning process. A short-term goal is to be intentional when observing school interpreters working with other related service providers. I have an understanding of the school system and the role of the interpreter that will be applied first-hand during my internship. In the long-term, I feel prepared with strategies to balance the needs of the student with the goals of the teacher, and will use my soft skills plus my knowledge through practice to facilitate communication both culturally and linguistically to the best of my ability.
References
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https://adminrules.idaho.gov/rules/2009/24/1301.pdf
CSDB Channel. (2014, May 21). Effective book sharing in ASL: Fingerspelling [Video]. YouTube. https://youtu.be/yx-XV-KLOJQ?
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