Interpreting Skills
This Interpreting Skills webpage demonstrates my skill to produce interpretations that supports student success and inclusion in various educational settings. The interpreting products are shaped by the educational team member's efforts and the educational theories and practices behind these efforts (C5). Additionally, the products shows my ability to base the interpretations on ethical decision-making, systems thinking, professional guidelines, educational team members' roles and responsibilities, and students' need (C6). By combining technical skills with practice professional knowledge and decision-making, the interpretations and associated documentation shows my ability to produce accurate and effective interpreting services to different deaf, hard of hearing, and hearing consumers present in educational environments.
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 includes a summary of the initial EIPA feedback as well as the best interpretations in K-12 educational settings for:​
This page also includes an overarching assessment of the interpreting skill, overarching reflection and references.​
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Summary of Initial EIPA Feedback
This webpage includes a demonstration of my competence within Interpreting Skills through...[Add introductory paragraph highlighting all the content of this page.
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As a recipient of an academic scholarship through the Office of Special Education Program and the Preparing School Interpreter (PSI) Project at the University of Northern Colorado, I was able to take the Educational Interpreter Performance Assessment (EIPA) the summer before entering the concentration in School Interpreting. The EIPA is...[Briefly describe what the EIPA is.]
Taking the EIPA provided an external evaluation of my language and interpreting abilities which was reviewed with me by members of the PSI Project. I received the following initial feedback.
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[Summarizing strengths and areas of improvement based on feedback received from the EIPA and the review with PSI staff. Consider each roman and explain what this feedback means for language and interpreting abilities. Summary of EIPA feedback cannot contain actual score information due to confidentiality reasons.]
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Highlight your knowledge and application of ethical decision-making, systems thinking, professional guidelines, educational team members' roles and responsibilities, and students' need throughout the best interpretations.
Best Elementary Interpretation
[Add introductory paragraph summarizing the source text of the Best Elementary Interpretation artifact.
Consider including relative and informative factors like: setting, content area / topic, age of participants, educational goals / theories / practices, IEP goals, etc.]
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[Add your preparation. Add additional information that you feel is relevant for / to site visitors. Consider information like: the kind of prep completed, why this prep was selected / beneficial, etc.]
[Add your interpretation. Add additional information that you feel is relevant for / to site visitors. Consider information like: use of the interpreting continuum, use of prep in the interpreting product, etc.]
[Add specific reflection: Explain why this is your showcase interpretation for the elementary level and how these artifacts are best at demonstrating parts of the associated SIS Competencies. Give consideration to how this showcase collection relates to strengths, strides being made, and areas of improvement.]
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[Add introductory paragraph summarizing the source text of the Best Middle School or High School Interpretation artifact.
Consider including relative and informative factors like: setting, content area / topic, age of participants, educational goals / theories / practices, IEP goals, etc.]
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Best Secondary Interpretation
[Add your preparation. Add additional information that you feel is relevant for / to site visitors. Consider information like: the kind of prep completed, why this prep was selected / beneficial, etc.]
[Add your interpretation. Add additional information that you feel is relevant for / to site visitors. Consider information like: use of the interpreting continuum, use of prep in the interpreting product, etc.]
[Add specific reflection: Explain why this is your showcase interpretation for the middle school level and how these artifacts are best at demonstrating parts of the associated SIS Competencies. Give consideration to how this showcase collection relates to strengths, strides being made, and areas of improvement.]
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[Add introductory paragraph summarizing the source text of the Best Adult Interpretation artifact.
Consider including relative and informative factors like: setting, content area / topic, age of participants, educational goals / theories / practices, IEP goals, etc.]
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Best Adult Interpretation
[Add your preparation. Add additional information that you feel is relevant for / to site visitors. Consider information like: the kind of prep completed, why this prep was selected / beneficial, etc.]
[Add your interpretation. Add additional information that you feel is relevant for / to site visitors. Consider information like: use of the interpreting continuum, use of prep in the interpreting product, etc.]
[Add specific reflection: Explain why this is your showcase interpretation for the adult level and how these artifacts are best at demonstrating parts of the associated SIS Competencies. Give consideration to how this showcase collection relates to strengths, strides being made, and areas of improvement.]
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Overarching Assessment of Interpreting Skills
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[Add overarching assessment: Explain overall growth and patterns in your entire body of interpreting working.
Identify specific skills that have gotten stronger and outline what you did to support your growth. Draw from your own assessments, and instructor feedback, include the following topics: 1) knowledge-rich vs. knowledge-lean skills, 2) processing, and 3) decision-making based Demand-Control Schema and Role-Space.
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Identify specific skills that are still a challenge. Draw from your own assessments and instructor feedback, discuss the outcomes of these challenges (e.g., level and frequency of effectiveness, level and frequency of severity, positive and negative consequences, resulting demands, etc.).
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This assessment is an overarching reflection, as such, encompass a boarder view than just the best interpretation provided above. Interpreting is a very complex ability. You are a novice or an expert or somewhere in the middle in for any one facet that makes up an interpretation. Thus, you can both have best interpretations and areas of improvement.]
Overarching Reflection
[Add overarching reflection: Explain what you learn about yourself as both a person and a professional by creating, revising, and compiling the content of this webpage. Where are your strengths and how will these strengths benefit you in your future or current school interpreting work? Where are your shortcoming and how will these shortcomings challenge you in your future or current work? How have you grown in the stated SIS Competencies? Who and what contributed the most to this learning and in what ways? Where do you go from here both in the short- and long-term?
If you have received peer or instructor feedback on this webpage or it's artifacts, summarize the feedback. Explain how the feedback impacts the webpage / artifacts and, ultimately, your possession of the stated SIS Competencies, your journey in school interpreting, and your employability and professional brand as a school interpreter. Outline steps you have taken and/or steps you need to take (and when) to make this a showcase webpage / artifacts.]
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Reference
[Add reference list for source citations. Follow APA 7th edition.]
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