Roles & Responsibilities
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.​
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School Interpreter
[Add an introductory paragraph summarizing why school interpreters have multiple roles. Consider a statement like "School Interpreters / I don't just interpret" or the fallacy of "I'm just the interpreter" in educational settings. Also consider Fitzmaurice's (2021) book from INTR 432 in this discussion of the roles of the school interpreter.]
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Interpreting
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
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Sight Translating
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
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Tutoring
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
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[Your Choice]
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
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Educational Team
[Add an introductory paragraph summarizing the educational team, who is part of the educational team, and what role the team services in the education of Deaf and Hard of Hearing students. Consider a statement like "a member of the team" in educational settings. Also consider course materials from INTR 432 in this discussion of the educational team.]
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["Core" IEP Team - Replace with team member's title (i.e., Parent, Administrator, etc.)]
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
[Explain how this team member intersections with the school interpreter and how the two can work together to support Deaf and Hard of Hearing students.]
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["Whole" IEP Team - Replace with team member's title (i.e., Physical Therapist, Nurse, etc.)]
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
[Explain how this team member intersections with the school interpreter and how the two can work together to support Deaf and Hard of Hearing students.]
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["DHH" IEP Team - Replace with team member's title (i.e., Student, Audiologist, etc.)]
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
[Explain how this team member intersections with the school interpreter and how the two can work together to support Deaf and Hard of Hearing students.]
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[Your Choice]
[Add content: 1) provide the role and responsibilities, 2) the historical, legal, and social foundations of this role, 3) the role's support of the educational system, and 4) who is served by this role.]
[Explain how this team member intersections with the school interpreter and how the two can work together to support Deaf and Hard of Hearing students.]
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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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