Interpreting Skills
Interpreting in schools is more than just transferring messages from one person to another. It requires real-time decision-making, sensitivity to student development, and an understanding of how the educational system functions. Interpreters must balance technical accuracy with professional judgment and team expectations, all while supporting access to learning in dynamic classroom environments. On this Interpreting Skills page, I:
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Demonstrate my ability to interpret lessons for diverse consumers in various classrooms.
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Reflect on how my interpreting aligns with the values, responsibilities, and collaborative practices of the educational system.
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Demonstrate the following essential competencies for professional practice in the education system.
School Interpreting Series (SIS) Standards
SIS Competency 5
Enact interpreting and other related services guided by the educational system, framed by learning theories, and influenced by the practices of the educational team in support of each student’s access and interactions. (Knowledge & Skill)
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (Skill)
This page features: Interpretations (1st Grade Math Lesson, 7th Grade History Lesson, & 8th Grade Language Arts Lesson), Integrative Reflection, and References.
Interpretations
I've provided three interpreting samples to demonstrate my ability to interpret lessons for diverse consumers in various classrooms spontaneously. Each sample includes a brief description of the assignment, a video of my interpretation, my reaction to my work, and a list of key strengths and areas of improvement within my work.
1st Grade Math Lesson
Preview the Interaction: A new deaf family is visiting town, exploring school options for their deaf, soon-to-be first grader. The request for interpreting services during their planned visit to the school was overlooked, causing the lead interpreter to scramble to find coverage for both the school visit and regular daily interpreting needs. By the time I'm pulled in to interpret, the family is in Ms. Asher's 1st-grade classroom. The deaf parents are in the back of the classroom watching the lesson, and their son is with the other students engaged in the math lesson.
This video is my English-to-ASL interpretation of Ms. Asher's math lesson.
START editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
My Reaction to My Work: [Add a written English narrative, 2-4 sentences, summarizing key highlights from your reaction.]
List of Key Strengths & Areas of Improvement for this Interpretation:
List of Key Strengths for this Interpretation:
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[Add a list of 1-3 key strengths; use bullets and short phrases.]
List of Key Areas of Improvement for this Interpretation:
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[Add a list of 1-3 key needed improvements; use bullets and short phrases.]
[Add a brief reflection: Interpreting is a practice profession and each interpretation should teach you something. What will you carry forward from this interpretation into your future work?]
CONTINUE editing for the Interpretation 4 - Integrative Reflection
7th Grade History Lesson
Preview the Interaction: I'm sub-interpreting in a 7th-grade history class for a lesson on Alexander the Great. I'll be interpreting for Kiara, a shy, fluent ASL user who avoids asking for help and reads below grade level in English. Her IEP goals focus on asking for clarification, improving nonfiction comprehension, and participating at least once per class, even if it's just privately with the interpreter. Ms. Baragone is an experienced, creative teacher known for interactive, student-centered lessons that connect history to today.
This video is my English-to-ASL interpretation of Ms. Baragrone's history lesson.
START editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
My Reaction to My Work: [Add a written English narrative, 2-4 sentences, summarizing key highlights from your reaction.]
List of Key Strengths & Areas of Improvement for this Interpretation:
List of Key Strengths for this Interpretation:
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[Add a list of 1-3 key strengths; use bullets and short phrases.]
List of Key Areas of Improvement for this Interpretation:
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[Add a list of 1-3 key needed improvements; use bullets and short phrases.]
[Add a brief reflection: Interpreting is a practice profession and each interpretation should teach you something. What will you carry forward from this interpretation into your future work?]
CONTINUE editing for the Interpretation 4 - Integrative Reflection
8th Grade Language Arts Lesson
Preview the Interaction: I'm sub-interpreting in Ms. Rachal's 8th-grade language arts class for Jayden, a DHH student new to ASL. He's making progress but still misses information, especially during abstract or fast-paced lessons. At home, communication is limited, and Jayden's academic struggles may be due to language deprivation or a possible learning disability. The regular interpreter left notes to use slow, clear signs, repeat key ideas, and check for understanding without relying on yes/no questions. Also, to be expressive - Jayden responds well to facial cues and visual turn-taking.
START editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
My Reaction to My Work: [Add a written English narrative, 2-4 sentences, summarizing key highlights from your reaction.]
Ms. Rachal is a strong, supportive teacher. Today's class includes a poem recitation, grammar work, reading Finding Your Everest, and writing conferences. The unit focuses on close reading, bold actions, and the RACE method.
This video is my English-to-ASL interpretation of Ms. Rachal's language arts lesson.
List of Key Strengths & Areas of Improvement for this Interpretation:
List of Key Strengths for this Interpretation:
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[Add a list of 1-3 key strengths; use bullets and short phrases.]
List of Key Areas of Improvement for this Interpretation:
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[Add a list of 1-3 key needed improvements; use bullets and short phrases.]
[Add a brief reflection: Interpreting is a practice profession and each interpretation should teach you something. What will you carry forward from this interpretation into your future work?]
CONTINUE editing for the Interpretation 4 - Integrative Reflection
Integrative Reflection
The other pages of this website present guiding frameworks for interpreting in schools: systems thinking, child development, and interdisciplinary awareness and collaboration. I will use these frameworks to go beyond assessing the mechanics of my interpreting samples. Instead, I will reflect on how the educational system shapes my entire interpreting practice and how I can grow as a practice professional who works in service to the complex context that is interpreting in schools.
Interpreting & Systems Thinking: What These Samples Reveal
CONTINUE editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
[Review the three interpretations/interactions above. Considering systems and systems thinking as a key guiding framework, add a reflection. Use these guiding questions as possible prompts:
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What do these interpretations/interactions reveal about how you did (or should have) approach interpreting from a systems perspective/approach?
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How does (or how could) your interpretations reflect an understanding of the educational system and your role within it?
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In what ways does this guiding framework challenge or affirm your interpreting beliefs, values, role/responsibilities, and approaches to decision-making?
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What do you need to let go of? What will you carry forward with you from this guiding framework into your current/future work?
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If you could redo this collection of interpretations, what would you do, be, or think differently, and why? What change or outcome do you think would be gained?
Instead of critiquing the mechanics of your interpretations, step back and look at the collection of your interpreting work through the bigger picture of what it means to be a school interpreter. It's not about how you interpret, but how you think as an interpreter within a system designed to support student success. The reflection should explore how this key guiding framework shapes your interpreting practice and how you are growing as an interpreter in schools who understands the broader and interconnected context in which you do/will work.
Look beyond the clip! Each interpeting sample is just a snapshot - a few minutes captured on video. But interpreting in school is never just about the moment in the lesson. It's shaped by what came before (like student history, team conversations, lesson goals), what happens after (student reactions, teacher feedback, follow-up learning), and the larger context of the classroom and educational system and structures. In your integrative reflection, you are not limited to what's visible in the video (like you would be in a traditional assessment). You are invited to draw from what you know about the system, the setting, the classroom, your decision-making process, the needs of the student, and the role of others (directly or indirectly) involved. Use the interpretation as a springboard to reflect on how your work fits into the bigger picture of school interpreting. While you are not bound to what's shown on the recordings, make sure to use clear examples to support your reflection. It's your reflection, so write using a personal voice. Use "I" statements, not the generic "the interpreter." Remember to add in-text citations and references (see below) as needed.
Interpreting & Child Development: What These Samples Reveal
CONTINUE editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
[Review the three interpretations/interactions above. Considering childhood development and learning as a key guiding framework, add a reflection. Use these guiding questions as possible prompts:
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How do these interpretations/interactions reflect your awareness (or the need for it) of child development and age-appropriate communication?
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How do (or could) your interpretations consider the age, language needs, or developmental stage of the student involved?
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In what ways does this guiding framework challenge or affirm your interpreting beliefs, values, role/responsibilities, and approaches to decision-making?
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What do you need to let go of? What will you carry forward with you from this guiding framework into your current/future work?
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If you could redo this collection of interpretations, what would you do, be, or think differently, and why? What change or outcome do you think would be gained?
Instead of critiquing the mechanics of your interpretations, step back and look at the collection of your interpreting work through the bigger picture of what it means to be a school interpreter. It's not about how you interpret, but how you think as an interpreter within a system designed to support student success. The reflection should explore how this key guiding framework shapes your interpreting practice (whether captured in the interpretation/interaction or not) and how you are growing as an interpreter in schools who understands the broader and interconnected context in which you do/will work. Remember to look beyond the clip, use clear examples, use "I" statements, and add citations/references as needed!
Interpreting & Interdisciplinary Collaboration: What These Samples Reveal
CONTINUE editing for the Interpretation 4 - Integrative Reflection assignment (continue until "STOP editing for the Interpretation 4 - Integrative Reflection")
[Review the three interpretations/interactions above. Considering interdisciplinary collaboration as a key guiding framework, add a reflection. Use these guiding questions as possible prompts:
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How do these interpretations/interactions reveal collaboration (or the need for it) and reflect the interconnected roles of professionals within the educational system?
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Where do you see collaboration (or the opportunity for collaboration) within the interpretations?
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How do these interpretations show (or should show) your working alongside (not separate from) other professionals in the system?
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In what ways does this guiding framework challenge or affirm your interpreting beliefs, values, role/responsibilities, and approaches to decision-making?
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What do you need to let go of? What will you carry forward with you from this guiding framework into your current/future work?
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If you could redo this collection of interpretations, what would you do, be, or think differently, and why? What change or outcome do you think would be gained?
Instead of critiquing the mechanics of your interpretations, step back and look at the collection of your interpreting work through the bigger picture of what it means to be a school interpreter. It's not about how you interpret, but how you think as an interpreter within a system designed to support student success. The reflection should explore how this key guiding framework shapes your interpreting practice and how you are growing as an interpreter in schools who understands the broader and interconnected context in which you do/will work. Remember to look beyond the clip, use clear examples, use "I" statements, and add citations/references as needed!
STOP editing for the Interpretation 4 - Integrative Reflection.
Reference
[Add reference list for source citations. Follow APA 7th edition.]