Sign Language Interpreter (Level III) - Special Education / Woodbrook Elementary - 2026-27 Scho[...]

Albemarle County Public Schools; Charlottesville (VA); Presencial; USD 40 000 - 60 000; Tempo integral

Resumo da oferta

Albemarle County Public Schools is seeking a Sign Language Interpreter (Level III) for the 2026-27 school year at Woodbrook Elementary School in Charlottesville, Virginia. The role involves facilitating communication for deaf students, collaborating closely with educational teams, and providing support across various school settings. Candidates must have a Bachelor's degree, a valid Virginia Quality Assurance Screening Level III, and demonstrated skills in American Sign Language (ASL). This is an opportunity to contribute to an inclusive learning environment in a dynamic educational setting.

Qualificações

• Knowledge of language development and learning differences with Deaf/hard of hearing children.
• Demonstrated skill with knowledge of American Sign Language (ASL).
• Ability to establish and maintain effective working relationships with students and staff.

Responsabilidades

• Facilitates communication between deaf and hearing by employing transliterating and interpreting skills.
• Works collaboratively with the student's educational team.
• Attends and participates in faculty and department meetings.

Descrição da oferta de emprego

Overview

Sign Language Interpreter (Level III)
Special Education / Woodbrook Elementary School
2026-27 School Year

Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences? This position supports communication for students who use sign language and collaborates with the educational team to help every student succeed.

Responsibilities

• Facilitates communication between deaf and hearing by employing transliterating and interpreting skills
• Coordinates and/or provides sign language training to staff/others as deemed appropriate
• Conveys the content of the message clearly and accurately according to the receptive language level of the student
• Participates as a member of the IEP team
• Adheres to the rules of confidentiality required of all school personnel
• Reports student-related concerns to the appropriate educational personnel
• Works collaboratively with the student's educational team
• Prepares for interpreting assignments including the vocabulary and content knowledge of the subject matter
• Prepares for classes assigned and shows evidence of preparation upon request of the immediate supervisor
• Tutors student(s) and makes adaptations only under the supervision of licensed educators
• Meets and instructs the student(s) in the locations and at the time designated
• Encourages students to set and maintain high standards of classroom behavior
• Assists in communication throughout the school day in a variety of settings (recess, lunch, peer interactions, emergency drills) as stated in the IEP
• Uses materials and resources in accordance with the adopted curriculum and consistent with the physical limitations of the location provided
• Maintains and upholds school and county policies and procedures
• Maintains records as required by law, system policy, and administrative regulations
• Assists in upholding and enforcing school rules and administrative regulations
• Works to establish and maintain open lines of communication with students, parents, and colleagues concerning both the academic and behavioral progress of all students
• Reports to the building Principal and supervising Hearing Impairment Teacher
• Makes provision for being available to students and parents for education-related purposes within contractual commitments
• Attends and participates in faculty and department meetings
• Establishes and maintains cooperative professional relations with others
• Cooperates with other members of the staff in planning instructional goals, objectives, and methods
• Provides supervision in conjunction with the general education teacher(s) and the hearing specialist
• Performs related duties as assigned

Knowledge, Skills And Abilities

Knowledge of language development and learning differences with Deaf/hard of hearing children; knowledge of the NAD Professional Code of Professional Conduct and willingness to adhere to the tenets of professional conduct; demonstrated skill with knowledge of American Sign Language (ASL), signed (manual) English systems and fingerspelling; ability to interpret for all pre K-12 academic levels; ability to establish and maintain effective working relationships with students and staff; sensitivity to cultural aspects of deafness and cross-cultural mediation skills and respect for diverse populations; ability to understand and carry out oral or written instructions; ability to handle stressful situations.

Education And Experience

Any combination of education and experience equivalent to a Bachelor's degree; Successful completion of an accredited interpreter training program, or equivalent. Candidates must hold a valid Virginia Quality Assurance Screening (VQAS) Level III; or a passing score on the Educational Interpreter Performance Assessment (EIPA) Written Test along with a minimum of a Level 3.5 on the EIPA Performance Test or any other state qualification or national certification (excluding Certificate of Deaf Interpretation) recognized by the Virginia Department for the Deaf and Hard of Hearing as equivalent to or exceeding the VQAS Level III.

Physical Conditions And Nature Of Work Contacts

Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular instruction to special needs children may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary.