Working Interpreter Jobs in Georgia (NOW HIRING)

     EDUCATION & EXPERIENCE: High School diploma required; college coursework in sign language preferred.  Documentation of current Georgia Quality Assurance Screening (G-QAS) rating of Level III or higher in both interpreting and transliterating, and/or documentation of advanced interpreting skills and qualifications through current national certification from the Registry of Interpreters for the Deaf (RID), and/or documentation of advanced interpreting skills and qualifications through current national certification from the National Association of the Deaf (NAD) Levels III, IV or V, and/or documentation of advance interpreting skills and qualifications through a current Educational Interpreter Performance Assessment (EIPA) rating of Level 3.5 or higher.  The EIPA rating cannot be more than five years old. QUALIFICATIONS: Incumbent must be able to satisfactorily perform each essential function of the position.   When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position. Incumbent must be able to provide a Criminal Background Check with results that adhere to Emanuel County Board of Education Policy GAK(1). PERFORMANCE FUNCTIONS:   Demonstrates the ability to: Provides interpretive services for students with hearing and/or communication disabilities.  Promotes the inclusion of students with disabilities into regular classrooms and school activities.  Actively involves parents and colleagues as partners in learning.  Promotes a positive impression of the school district. SPECIFIC RESPONSIBILITIES: The following skills and duties are representative of performance expectations.  A reasonable accommodation may be made to enable a qualified individual with a disability to perform essential functions. *  Provides interpretive services for assigned students.  Uses the communication method or combination of methods that best meet the needs of the individual (e.g., sign language, cued speech, finger spelling, writing, etc.). *  Complies with the state model policies and procedures for the education of children with disabilities.  Collaborates with staff to ensure that services are provided in the least restrictive educational environment. *  Maintains accurate records, reports, and inventories.  Submits all reports on time. *  Protects the confidentiality of privileged information. *  Complies with board policies and administrative procedures in the implementation and consistent use of physical and behavioral management techniques. *  Communicates high expectations and shows an active interest in student progress. *  Assumes responsibility for learning the proper operating procedures for personal assistive devices (e.g., hearing aides, voice amplification devices, communication boards, etc.).  Follows procedural guidelines as prescribed by licensed health professionals.  Inspects assistive devices to ensure that they are working properly. *  Learns to operate computers and other classroom equipment. *  Offers help when students ask or their behavior suggests they need assistance.  Avoids being intrusive.  Solves student concerns discreetly. *  Helps position students to take full advantage of the learning environment (e.g., line-of-sight, proximity to equipment height of working surfaces, etc.). *  Assists with student learning activities (e.g., homework assignments, special projects, and makeup work, etc.).  Promotes sound learning and study habits. *  Modifies testing environments when necessary to promote student success by addressing specific learning disabilities (e.g., prepares study guides, reads test questions, transcribes student responses, provides additional time, etc.) *  Serves as a resource to teachers.  Suggests modification that will support and/or enhance communications.  Prepares in-service programs as directed. *  Helps staff resolve problems related to the participation of students with disabilities in peer group activities. *  Performs travel training and job coaching activities when assigned. *  Monitors ill students until a parent/guardian arrives. *  Provides class supervision and take reasonable precautions to ensure student safety.  Does not leave students unsupervised. *  Maintains high standards for student conduct.  Protects the due process rights of students. *  Promotes the proper use and care of school property. *  Strives to develop rapport with others. *  Consults with parents when requested (e.g., telephone calls, conferences, etc.). *  Pursues personal goals to improve future performance.  Participates in a variety of activities to keep current with innovative communication strategies. *  Participates in staff meetings and in-service training as directed. *  Performs other specific job-related duties as directed. ABILITIES REQUIRED:  The following aptitudes and physical skills are essential for the successful performance of assigned duties. *  Maintains a professional demeanor and a positive work attitude. *  Displays enthusiasm and promotes a positive learning environment. *  Works cooperatively to support a successful team effort. *  Expresses ideas effectively using verbal, nonverbal, and writing skills. *  Carries out prescribed actions efficiently with limited supervision. *  Performs activities that may require stooping, kneeling, and/or crouching. *  Intervenes to avert problem situations and resolve conflicts. *  Lifts, carries and/or moves classroom supplies and communication equipment. *  Travels to meetings and work assignments. *  Maintains an acceptable attendance record and is punctual. PERFORMANCE FACTORS: Medium Work:  Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
Interaction with Others:  Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration.  Ability to be flexible relative to daily routines.  Ability to demonstrate sensitivity to the differences among diverse populations.
Concentration:  Ability to maintain workflow and thought processes in the presence of frequent distractions.  Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli.  Ability to manage multiple tasks simultaneously with only few or no errors.
Stressful Circumstances:  Ability to produce quality work when short or unexpected deadlines are presented.  Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process.  Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
Independent Judgment:  Ability to complete work tasks without being given precise directions relative to work steps or the final project.
Organizational Skills:  Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
Public Contact:  Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system.  Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
Attendance and Dependability:  Ability to report to work at the scheduled time and to seldom be absent from work.  Demonstrate prompt and regular work attendance.  Process appropriate paperwork to authorize absences in accordance with school system procedures.  Ability to complete work in a timely, accurate manner and to be conscientious about work performance.






EVALUATION:  Performance will be evaluated annually by the Superintendent or designated Supervisor in accordance with Policy GBI - Evaluation of Personnel.
FLSA:  Exempt