Systems
Education is a complex system composed of interconnected parts that are influenced by historical, legal, and social factors over time and across different individuals. On this Systems & Collaboration page, I:
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Share an ecological representation of the education system for Deaf and Hard of Hearing (DHH) students.
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Explain the historic 2022 legal case shaping the education of students who are DHH.
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Demonstrate the following essential competencies for professional practice in the educational system.
School Interpreting Series (SIS) Standards
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)
SIS Competency 9
Cultivate an understanding of current educational issues that continually elevate the current practices, interactions, and contributions of a school interpreter as a Related Service Provider on the educational team and within the educational system. (Knowledge & Skill)
This page features: Ecological System for Deaf and Hard of Hearing Students, Newsfeed: Historic Supreme Court Decision, Overarching Reflection, and References.
Ecological System for Deaf and Hard of Hearing Students
[Add paragraph(s) narrating this specific ecological system, consider things like:
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Highlighting key elements.
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Explaining elements.
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Remembering the audience and what they need to get from this representation.]
START editing for DHH Ecological System assignment (continue until "STOP editing for DHH Ecological System")
[Add an introductory paragraph broadly introducing what an ecological system is, why it's a way to represent the education system, and why it is appropriate to use for the DHH student population. Connect the appropriate SIS Competency (see above).]
[Add a conclusion reflecting on how your future/current work as an interpreter in schools (thoughts, beliefs, practices, and actions) will be shaped by systems thinking and an ecological viewpoint of education. Remember to add in-text citations and references (see below) as needed.]
STOP editing for DHH Ecological System.
START editing for Newsfeed assignment (continue until "STOP editing for Newsfeed")
[Add an introductory paragraph broadly introducing what a newsfeed is and the topic of the newsfeed. Of the newsfeed, include a very brief overview, list key ideas, and a key takeaway. Connect the appropriate SIS Competencies (see above).]
Newsfeed: Historic Supreme Court Decision
This video is in spoken English with YouTube-generated auto-captions.
Show Notes
[Add a list of significant and/or important sources (with links) that shaped your learning of the current issue and/or would provide the audience with more information. Add a 1-2 sentence overview of each source listed.]
[Add a conclusion reflecting on how your future/current work as an interpreter in schools (thoughts, beliefs, practices, and actions) will be shaped by possessing a model of interpreting that is based in systems thinking and an ecological viewpoint of education. Remember to add in-text citations and references (see below) as needed.]
STOP editing for Newsfeed.
Overarching Reflection
You may be tempted to go ahead and edit the overarching reflection right now (before Week 16)...Wait! If you reflect too early, you will just summarize what you've written above, which is what you have learned. Writing reflections later allows you to synthesize more learning across different parts of the course, make deeper connections, and see more of your growth in why it matters and how it impacts your work as an interpreter in schools.
START editing for the School Interpreting Website assignment (continue until "STOP editing for the School Interpreting Website")
[Add an overarching reflection, which is a high-level summary of your learning that goes beyond listing/summarizing what you have added to the page. It should demonstrate your understanding of the topic, why it matters in the context of interpreting in schools, and how it connects to the broader educational system and your current/future professional practice. The overarching reflection should address the "so what" and the "now what" of your professional practice as an interpreter in schools. It's your reflection, so write using a personal voice. Use "I" statements, not the generic "the interpreter."
In your reflection, show that you are a systems-thinking interpreter, someone who considers the systems (its values, structures, and processes), its people (their roles and responsibilities, and their relationships), and its goal (access and success for students). Here are some possible and optional guiding questions for this Systems page:
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How does this page's content shape your understanding of what it means to work as an interpreter in schools?
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What does it mean to think like a systems-thinking interpreter, or have a systems-thinking lens, in school settings?
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How has this learning influenced the way you see your responsibilities - both interpreting and non-interpreting - in schools?
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How does viewing schools as systems help you understand your responsibilities and limitations?
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What assumptions and values about interpreting and interpreting in schools were challenged or reinforced through this content?
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How can you support the system while also supporting the student and their access/success?
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How might you use what you've learned from this page in your current/future professional practice?
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What surprised you about the complexity or interdependence of parts within the educational system?
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Ensure that your reflection focuses on the theme of this page!
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For this Systems page, the focus is on understanding education as a system and interpreting's place within it.]
STOP editing for the School Interpreting Website.
Reference
[Add reference list for source citations. Follow APA 7th edition.]