Substitute ASL Interpreter

Job Title: SUB ASL Interpreter Reports To: School Principal Grade: Varies depending on certification • Level 1 - QAST I or EIPA up to 2.5 • Level 2 -QAST II or EIPA 2.6 -3.4 • Level 3 -QAST III or EIPA 3.5 -4.4 • Level 4/NAD 3 -QAST IV or EIPA 4.5 • Level 5/NAD 4 -QAST V • RID CI or RID CN/NAD 5 • RID CSC or CI/CT -RID: NIC, RID:ED K -12 Number of Days : 176 Days Security Access: Assigned Sites Overtime Status: Non-Exempt / Hourly Temporary Last Revised Date: April 2 , 2025 Mission: Our students lead through l iteracy, are empowered through experience, and contribute to their community. Vision: Tulsa Public Schools honors the diversity, creativity, and passion of our students, elevating every student to be designers of their destiny. Core Values: Our core values guide how we work and interact with each other at every level of the organization. We embrace and embody these values every day: • Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequalities, being actively anti -bias, anti-racist, and working toward justice and opportunity for all. • Character: We are honest, trustworthy and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thing even when it is hard. • Excellence: We work together to give Tulsa the world -class schools it needs and deserves. We expect a lot of one another, and we support one another in achieving our shared, high expectations. • Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. • Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! Position Summary: Serves as a substitute interpreter when needed to p rovide communication access for a deaf or hard of hearing individual between spoken and sign language communication. Minimum Qualifications: • As set forth in the Educational Interpreter for the Deaf Act (70 O.S. & 13 -115.3) and the State Board of Education rules (OAC 210:15 -13-) an Educational interpreter must have completed one of the following: o An interpreter training program o Obtained a Bachelor’s degree o Worked three or more years in a field of deaf education, which would include interpreting in non -educational settings, such as a church, etc. • In addition to the above requirements, an educational interpreter must also maintain one of the following: o Certification by the Registry of Interpreters for the Deaf (RID) o National Association for the Deaf (NAD) Level IV or better o Quality Assurance Screening Test (QAST) Level III or better o Signed Exact English Level 3.5 or better o National Council for Interpreters (NIC) Certification o Educational Interpreters Proficiency Assessment (EIPA) Level 3.5 or higher in the area for which they are certified (elementary or secondary) Continuing Education: • The minimum level of continuing education, as set forth by your type of certification, must be met annually. This equals out to 10 hours of workshops, seminars , etc. Documentation of such must be presented to the Interpreter Coordinator by January 31st, as this is the deadline for QAST Responsibilities and Essential Functions: The following duties are representative of performance expectations. A reasonable accommodation may be made to enable a qualified individual with a disability to perform essential functions. • Provide s access for the Deaf /Hard of Hearing mainstreamed student to whom he/she is assigned • Interprets using American Sign Language or transliteration, which ever mode bests matches the student’s mode of communication, or the subject matter being presented • Facilitate s communication between students and teachers in mainstreamed classrooms • Interpret s in every function where communication takes place (ie. rallies, counseling office, nurses’ office, performances , conferences, extra -curricular activities, etc.) • Interpret s for a deaf adult for functions such as workshops , staff meetings, parent meetings, counseling sessions, as needed • Tutors s tudents in the subject matter from their mainstreamed classes • Work directly with the mainstreamed student going over material from mainstreamed classes to make sure understanding of that material was clear • Re-writes tests and creates supplemental worksheets and other learning material as needed • Assist in the training students on how to use an interpreter in various settings as well as how to interact with their hearing peers • Work with the D/HH student modeling signs and guiding their use of signs which may include the use of the Fairview program • Models different modes of communication for the students • Uses American Sign Language, Transliteration or Oral when directed by the student’s IEP • Uses all modes of communication singularly or interchangeably depending on the formality, setting and the student’s needs • Keeps daily logs of student’s performance , behavior, tutoring needs, what percentage of the time the student paid attention to the interpreter, etc. and shares logs with teachers and parents • Recommend appropriate modifications in the mainstream classroom for effective visual communication including seating, lighting, testing needs and provide information on how to use interpreters for the mainstream teacher • Trains Deaf students what is appropriate and what is not when using interpreters • Performs other duties, tasks, and services consistent with this position as assigned Skills and Abilities Required: The following characteristics and physical skills are important for the successful performance of assigned duties. • Possess effective oral and written communication skills and the academic background to rewrite materials to facilitate deaf students’ understanding of class work • Must demonstrate competence and knowledge in applicable subject matters • Ability to organize and prepare accurate records. • Ability to develop rapport and work co -operatively with Deaf Education and mainstream teachers • Strong interpersonal skills • Self-motivated and able to work independently • Open to change and applies critical thinking while developing solutions based on new guidelines, methods, and technologies • Ability to manage both up and down and create buy -in from individuals with diverse perspectives and backgrounds for new ideas and approaches Customer Contacts: • Internal: TPS District Employees • External: Students, parents, community members, partnered vendors Supervisory Responsibility: • This position does not directly supervise any individuals Working Conditions: Exposure to the following situations may range from rare to frequent based on circumstances and factors that may not be predictable. • Physical requirements consistent with a classroom setting Tulsa Public Schools is committed to building a diverse and inclusive team of individuals who contribute to the district's mission with their talents, skills, and energy. Tulsa Public Schools is an equal opportunity employer and does not discriminate on the basis of race, religion, color, national origin, sex, sexual orientation, gender expression, gender ident ity, pregnancy, disability, genetic information, veteran status, marital status, age, or any other classification protected by applicable law. Tulsa Public Schools also provides reasonable accommodations to qualified applicants and employees with disabilities. If you need an accommodation during the application process, please contact the district’s talent management department at 918 -746-6310 or the district's human rights and title IX coordinator at 918 -746-6985 . You can also direct your request for accommodation in writing to the Tulsa Public Schools Education Service Center, Attn: Talent Management, 3027 S. New Haven Ave., Tulsa, OK 74114 -6131.