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Summer Program - Interpreter- Deaf and Hard of Hearing (location TBD)

Employer
Oakland Unified School District
Location
Oakland, CA, US
Salary
Prorata per BU salary schedule
Program Dates 6/7-7/5Program Hours 8:15-12:45BASIC FUNCTION: Under the direction of a teacher of the deaf, and/or the regular classroom teacher, relate verbatim information between deaf students and hearing faculty, staff and students using oral techniques. Convey auditory environmental stimuli that occurs and would be heard or noticed by a hearing student. DISTINGUISHING CHARACTIERISTICS: Interpreter for the Deaf I - Incumbents perform basic interpreter services and has 59 college units or less. Interpreter for the Deaf II - Incumbents perform more complex interpreting functions requiring greater interpreter skills and must have 60 college units or more and a certificate or degree from an interpreter training program. Interpreter for the Deaf III - Incumbents perform the most complex interpreting functions requiring the advanced level interpreting skills and technical proficiency, and must have 120 college units OR Bachelor's Degree OR CAD Level 3 OR RID Certification REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to accurately reflect the principal job elements). E = Essential Functions During one period daily or 250 minutes per week, prepare for the interpretation process by reviewing texts, researching technical information, tutoring preparation, meeting with school personnel, paper work, and other related activities. E Tutor individual or small groups of students, reinforcing instruction as directed by the teacher; monitor and oversee student drills, practices and assignments E Provide voice to sign and sign to voice, using the mode of communication most readily understood by the hearing-impaired student establishing physical settings to optimize communication interaction. E Participate, solely as a team member, during the student's Individual Education Plan (IEP). E During the IEP, provide insight on the success of communication strategies, the development of interpreter-use skills, and the student's academic strengths and weaknesses during integrated class periods, as documented by the educational interpreter. E Provide tutorial services to mainstreamed, hearing-impaired students in specific subject areas, during a resource period in the student's schedule. E Meet with a teacher of the deaf, and/or the regular classroom teacher to discuss the appropriate instructional materials to be selected to enhance the instructional process. E Provide interpreting services for extra-curricular activities, school activities, requested telephone calls, meetings or evaluations with other staff and professionals, and community-based instruction. E Train students to become independent consumers of interpreting services. E Act as a resource person for teachers and students (e.g., sign language instruction). E Assist in providing orientation about deafness, the role of the interpreter, and the role of the hearing-impaired student to the staff and/or the hearing students of the school. E Provide the district with completed paper work as it relates to the position, and attend meetings as required. E Meet with the deaf and hard-of-hearing (DHH) teachers, and the regular classroom teachers to discuss student concerns, as they related to the interpretation process. E Adhere to the Registry of Interpreters' (RID) Code of Ethics, as it relates to the educational setting. E Perform related duties as assigned MINIMUM QUALIFICATIONS: TRAINING, EDUCATION AND EXPERIENCE Meet Highly Qualified requirement of No Child Left Behind: A high school diploma, or equivalent AND a) an Associate of Arts degree or higher, or b) 48 or more college units, or 3) a passing score on a test (CBEST, ParaPro or CODESP) Any combination of education and experience equivalent to: Associate degree with interpreting certificate or certificate from an interpreter training program (preferably an educational interpreter training program), OR two years of experience as a full-time educational interpreter and completion of a code of ethics class and completion of an interpreter training program within three years; Employment eligibility will include being fingerprinted, passing a TB test and/or other employment clearance requirements. LICENSES, AND OTHER REQUIREMENTS: Interpreter for the Deaf I - 59 college units or less. Valid California driver's license RID certificate preferred KNOWLEDGE AND ABILITIES KNOWLEDGE OF: Oral interpretation techniques Educational implications of hearing impairment Concerns and problems of deaf and hard of hearing students Basic subjects taught in District schools including arithmetic, grammar, spelling, language, and reading Correct English usage, grammar, spelling, punctuation, vocabulary, synonyms, homonyms and syntax Child guidance principles and practices Hearing aids and functions Normal language development Safe practices in classrooms and playground activities Basic record-keeping techniques ABILITY TO: Interpret/transliterate at a normal conversational rate. Assist deaf and hard of hearing students in a flexible and understanding manner Elicit appropriate responses from the deaf and hard of hearing Provide instruction and interpret for the deaf and hard of hearing Modify and prepare instructional materials as directed by the teacher Establish and maintain effective relationships with adults and children Perform routine clerical duties Understand and follow oral and written directions Provide instructional assistance to students in a variety of activities Read and write clearly and distinctly Use clear speech and language of deaf and hard of hearing students Work cooperatively with others Operate instructional, audiovisual and duplicating equipment Learn the functions, procedures and limitations of assigned duties Learn the requirements for the physical care of deaf and hard of hearing students. WORKING CONDITIONS: Hearing and speaking to exchange information Dexterity of hands and fingers to operate assigned equipment and demonstrate activities Bending at the waist, kneeling or crouching to assist students Sitting at a desk, conference table, or in classrooms of various configurations for extended periods of time Distinguishing colors, seeing and reading a computer screen, educational materials, books, and other printed matter, with or without vision aids and seeing to monitor students Speaking in audible tones, comprehensible to others, in normal classrooms, outdoors, and on the telephone. Walking on uneven terrain, play yards and school grounds, or standing for long periods of time Physical ability to lift up to 25 pounds or carry any object weighing up to 15 pounds Reaching overhead, above the shoulders and horizontally

Primary Location: Programs for Exceptional Children (PEC)
Salary Range: Prorata per BU salary schedule
Shift Type: per FTE

Job Contact Information
Name: Jennifer Blake
Title: Coordinator
Phone:
Email: Jennifer.blake@ousd.org

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