Intervener

JOB TITLE: Intervener

DEPARTMENT: Special Services

REPORTS TO: Assigned Site Principal

FLSA STATUS: Non-Exempt

EMPLOYMENT STATUS: 9-month contract

MINIMUM JOB REQUIREMENTS:

Education: High school diploma or GED required. College coursework in core academic areas preferred.

Must have two of the following:

• Certificate of Interpreting (CI), Certificate of Transliterating (CT), or Comprehensive Skills Certificate (CSC)
• Documentation of Oklahoma Quality Assurance Screening Test (QAST) Level III or higher
• Transcript documenting completion of an interpreter training program from a college or university

If not a certified intervener, must be willing to obtain intervener certification.

Experience: Minimum one (1) year experience in an educational setting preferred; experience commensurate with certification level.

Skills: Interpreting and/or transliterating skills appropriate to certification level. Ability to adapt to student schedules. Ability to maintain confidentiality. Proficiency in English and American Sign Language. Knowledge of and compliance with the Registry of Interpreters for the Deaf (RID) Code of Ethics and BAPS interpreter curriculum.

SUMMARY:

Provides interpreting and/or transliterating services to support students who are deaf or hard of hearing in the educational environment. Assists instructional staff and supports student learning in accordance with Individualized Education Programs (IEPs) and district guidelines.

ESSENTIAL JOB FUNCTIONS:

These statements are intended to describe the responsibilities assigned to the position and are not intended to represent an exhaustive list of all responsibilities, duties and skills required.

• Provide interpreting and/or transliterating services in the classroom and other educational settings as required.
• Interpret/transliterate according to specifications outlined in the student's Individualized Education Program (IEP).
• Collaborate with teachers and staff as appropriate to support student learning.
• Prepare for course material, including lectures and instructional media, to ensure effective interpreting/transliterating.
• Tutor students during resource or independent study time as appropriate.
• Demonstrate professionalism and adhere to ethical standards, including the RID Code of Ethics and BAPS interpreter guidelines.
• Assist with additional duties as assigned by the educational team or supervisor.
• Demonstrate flexibility in scheduling and assignment of duties.
• Maintain confidentiality in accordance with district policies, interpreter standards, and legal requirements.

ESSENTIAL BEHAVIOR:

Ability to use sound judgment in any situation. Ability to receive and appropriately respond to direction from supervisors. Ability to adapt to changing assignments and respond to concerns appropriately. Ability to build and maintain positive working relationships with district staff and the public while achieving job objectives. Ability to handle difficult situations professionally by communicating with appropriate personnel.

ATTENDANCE STATEMENT:

Able to be in attendance for assigned work schedule with 95% minimum attendance.

ENVIRONMENTAL CONDITIONS:

Primarily inside working conditions with occasional exposure to environmental conditions.

PHYSICAL STANDARDS:

• Walking as required to perform responsibilities and care for students
•  Sitting as required to perform responsibilities and monitor students
• Standing as required to perform responsibilities and monitor students
• Use of hands and arms for lifting/positioning students and manipulating adaptive equipment as required for student disabilities 
•  Bending/stooping, crouching, kneeling, pushing/pulling, crawling as necessary to care for students 
•  Continuous lifting of up to 24 lbs; frequent lifting of 25-74 lbs; occasional lifting with assistance of up to 100 lbs
• Ability to react quickly with no advance warning to secure student safety, including running/chasing student and/or to control student behavior
•  Talking and hearing as to communicate concerning job-related duties as assigned
• Smell 
•  Close vision (clear vision at 20 inches or less) with or without correction
•  Distance vision (clear vision at 20 feet or more) with or without correction 
•  Color vision (ability to identify and distinguish colors)
• Peripheral vision, depth perception and ability to adjust focus