Educational Interpreter (7.25 hrs per day / 4 day work week) - Whittell HS

Douglas County School District; Nevada (IA); Vor Ort; USD 34.000 - 55.000; Vollzeit

Zusammenfassung

Douglas County School District is seeking an Educational Interpreter to facilitate communication for deaf and hard-of-hearing students within a K-12 setting. This role involves interpreting formal instruction, lectures, and daily conversations, with collaboration from teachers, support staff, and administration.

The position requires knowledge of MCE/PSE/ASL or related languages, and an EIPA score of 4.0+ is preferred.

Qualifikationen

• Knowledge of communication modalities (MCE, PSE, ASL or Cued Language).
• Ability to interpret classroom instruction and conversations in real time.
• Experience supporting D/HH students in educational settings.

Aufgaben

• Attend classes with D/HH students to facilitate understanding.
• Assist staff in classroom and school activities, including test support and office interpreting.
• Monitor safety and discipline and support on-campus activities.

Kenntnisse

Facilitate communication with D/HH

Interpreting for education

Collaboration with staff

Ausbildung

High school diploma or equivalent

EIPA score 4.0+

Jobbeschreibung

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Frontline Applicant Tracking - Douglas County School District

Educational Interpreter (7.25 hrs per day / 4 day work week) - Whittell HS JobID: 3752

• Date Posted:
  10/6/2026
• Location:
  Inclusive Education

SUMMARY OF POSITION

Under the guidance of site administration and a certified teacher, facilitates communication for deaf, hard-of-hearing (D/HH), and hearing students, faculty, and staff in the educational environment; interprets all communication including formalized instruction, classroom discussions, and incidental conversations; and preforms related work as required. An interpreter's role in the K 12 Educational setting is to facilitate communication between the D/HH student(s) and the hearing person/people in their educational environment.Interpreters must collaborate with the classroom teachers, other Education Support Professionals, and the Teacher of the deaf and hard-of-hearing.

RESPONSIBILITIES AND ESSENTIAL FUNCTIONS

Facilitates communication for deaf and hard of hearing (D/HH) students in the educational environment; interprets all communication including formalized instruction, lectures, assignments, classroom discussions, other school activities, inter-pupil conversations; counseling, office, and other possible on-campus transactions.

• Attend classes with D/HH students facilitating communication understandable to the deaf/hard of hearingstudent
• Assists teaching staff in a variety of classroom and school related activities to include supervision of D/HH students test taking, accompanying student for interpreting service at the office, counselor, support staff, and athletic coaches
• Maintains safety and discipline by supervising and/or assisting in the supervision of students on playgrounds, in lunchrooms, school halls, library, and during busing; enforces school rules and regulations

Communicates with supervising instructional staff, professional support personnel, directs parents to teacher for any communication regarding students for the purpose of assisting in evaluating progress and/or implementing IEP objectives.

• Actsasliaisonbetweengeneraleducationteachers,resourceteachers, andteachersofthe deaf and hard-of-hearing
• Previewsinstructionalinformationto adequately prepare to interpret lessons
• Assist student in conflictresolution

Engages in professional development as is necessary to maintain or increase knowledge and skill

• Follows the ethical guidelines and standards described in the "EIPA Guidelines of Professional Conduct for Educational Interpreters"
• Participates and is a member of the D/HH students' IEP teams
• Performs related work as required, including, but not limited to: create and maintain current records on students; mayalsoassistintheadministrationofstandardizedtestsasdirected,andassistwithprogressstudyreporting
• Assist with clerical duties related to the deaf student's classroom environment such as photocopying, laminating, creating sign vocabulary lists, and other relatedduties

NON-ESSENTIAL FUNCTIONS

May assist with lesson planning and preparation as it relates to D/HH student learning. Perform related duties as assigned.

KNOWLEDGE OF

The implications of hearing loss in the educational setting; knowledge of various communication modalities (MCE, PSE, ASL, or Cued Language); knowledge of deaf education; knowledge of child development, language development, learning theories, and curriculum design.

ABILITY TO

Demonstrate mental and physical stamina commensurate with the position; Perform multiple tasks with a potential need to upgrade skills in order to meeting changing job conditions; Display knowledge of applicable federal and state laws, school district regulations, procedures, and practices related to general and special education; Work effectively with D/HH students; Work effectively with administrators, colleagues, district office, school-based staff, students, parents and community; Interpret and apply oral and written instructions; Maintain confidentiality of student records, contact and other areas; Provide appropriate supervision to ensure student safety; Work independently and identify potentially more effective methods of work operation; Maintain accurate, complete and correct records as required by law; Perform a variety of duties, often changing from one task to another of a different nature; Under the supervision of school personnel, effectively communicate (verbal and written) with students, parents, colleagues, administration and all other members of the educational community; Use web-based programs, e-mail, and technology effectively; Understand a variety of learning styles; Appropriately handle stress and interact with others; and Maintain regular attendance andpunctuality.

SUPERVISION RECEIVED

Work is performed in accordance with established procedures under the guidance of the Case manager, Deaf Hard-of-Hearing teacher, and/or the site administrator. The site administrator shall at least annually evaluate the Educational Interpreter.

WORK CONTACTS

Frequent contact with certified personnel, students, and other District personnel. Limited contact with parents.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS

The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:

• Strength, dexterity, and coordination to use keyboard and video display terminal for prolonged periods. Sedentary to heavy exertion of force involving 50-80 pounds daily and repetitively. May involve negligible up to significant stand/walk/push/pull/carry. May involve climbing, standing, walking, pushing, pulling, carrying, balancing, stooping, kneeling, crouching, reaching, handling, and repetitive fine motor activities. Mobility to work in a typical classroom setting and use standard classroom equipment. The ability to interact professionally, communicate effectively, and exchangeinformationaccuratelywithallinternalandexternalmembersoftheschoolcommunity.

In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations. Applicants and incumbents are encouraged to discuss potential accommodations with the employer.

CONDITIONS OF WORK

Work is performed under the following conditions:

Exposure to climate controlled office settings to outside weather with temperatures ranging from mild/moderate to extreme cold/heat. May involve exposure to noise levels ranging from moderate to very loud and occasional to frequent time periods.May involve work in crowdedenvironments.

Hazards: Office/Classroom furniture, playground/office equipment, communicable diseases, chemicals (as related to specific assignment), and power/hand operated equipment and machinery (as related to specificassignment).

EMPLOYEE PUNCTUALITY AND APPEARANCE

In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.

ACCEPTABLE EXPERIENCE AND TRAINING

Knowledge of Manually Coded English (MCE), Pidgin Signed English (PSE), Cued Language, and/or American Sign Language depending on the communication needs of the D/HH student(s). High school graduation or equivalent; or any equivalent combination of experience and training which demonstrates an ability to perform the duties of the position.

PREFERRED QUALIFICATIONS

Educational Interpreter Performance Assessment (EIPA) Score of 4.0 or higher.

SPECIAL REQUIREMENTS

Must maintain registration as an Educational Interpreter with the State of Nevada's Aging and Disability Services Division's Nevada Interpreter/CART Registry. Out of state applicants must become registered as an Educational Interpreter within 30 days of hire. Applicant must be in possession of or ability to obtain a valid Nevada Driver's License.

PHYSICAL AND MENTAL/INTELLECTUAL REQUIREMENTS

The physical and mental/intellectual requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Those requirements include:

• Strength, dexterity, coordination, and vision to use keyboard and video display terminal for prolonged periods.
• Strength and stamina to bend, stoop, sit, and stand for long periods of time. Dexterity and coordination to handle files and single pieces of paper; occasional lifting of files, stacks of paper or reports, references, student work, and other materials. Some reaching for items above and below waist and head level. Some reaching, bending, squatting, and stooping to access files, student work, and other items as necessary. The manual dexterity and cognitive ability to operate a personal computer and other educational technology (LCD projector, SmartBoard, iPads/Tablets, etc.) to enhance student learning. Involves hearing and speech to communicate in person or over the telephone.Medium to heavy lifting (25 to 40 pounds) may occasionally be required.
• In compliance with applicable disability laws, reasonable accommodations may be provided for qualified individuals with a disability who require and request such accommodations.Applicants and incumbents are encouraged to discuss potential accommodations with the employer.

EMPLOYEE PUNCTUALITY AND APPEARANCE

In order for DCSD schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator.All employees are required to report to work dressed in a manner that reflects a positive image of DCSD and is appropriate for their position.

NOTICE OF NON-DISCRIMINATION/EQUAL OPPORTUNITY EMPLOYER

The Douglas County School District does not discriminate against any person on the basis of race, creed/religion, color, national or ethnic origin, sex (including pregnancy), gender identity or expression, genetic information, sexual orientation, disability, marital status, age, veterans or military status, or political affiliation in admission to or access to, treatment or employment, or participation in its programs and activities, and provides equal access to the Boy Scouts of America and other designated youth groups, pursuant to federal and state laws including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title II of the American with Disabilities Act of 1990, the Individuals with Disabilities Education Improvement Act (IDEA), and the Boy Scouts of America Equal Access Act. The Douglas County School District is an equal opportunity employer and will not knowingly discriminate in any area of employment, which includes recruiting and hiring practices, working conditions, training, promotion, and terms and conditions of employment. Individuals with a disability who require reasonable accommodation(s) during any step of the screening process or who have questions about qualifications should notify a representative in Human Resources. Notification may be made in person, in writing, or by calling [phone].

The Superintendent of Douglas County School District has designated the following position to handle inquiries regarding student and employee non-discrimination policies:

Postings current as of 10/9/2026 8:51:16 AM CST.

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