The Durham District School Board acknowledges that many Indigenous Nations have longstanding relationships, both historic and modern, with the territories upon which our school board and schools are located. Today, this area is home to many Indigenous peoples from across Turtle Island. We acknowledge that the Durham Region forms a part of the traditional and treaty territory of the Mississaugas of Scugog Island First Nation, the Mississauga Peoples and the treaty territory of the Chippewas of Georgina Island First Nation. It is on these ancestral and treaty lands that we teach, live and learn.

This statement was co-created in partnership with the Mississaugas of Scugog Island First Nation and the Chippewas of Georgina Island.

Dedicated ASL Interpreter Position:

Facilitating communication between students who are D/deaf or hard of hearing and hearing individuals within the classroom and educational school setting. Functions as part of the educational team supporting students who are D/deaf or hard of hearing by providing equal accessibility to information using American Sign Language (ASL).

As the dedicated Interpreter you will be assigned to a home school where you will report for daily assignments. The home school location may change as needs in the systems change. A dedicated interpreter will fill vacancies caused by other permanent Interpreter absences and assume the full workload of the regular Interpreter that they are filling in for. The unfilled ASL interpretation assignments will require you to shift to other school locations to support students (K-Grade 12) in need of service. This shifting of job location could occur the day of, or in advance of the unfilled absence. Access to reliable transportation is required as assignments will be at different locations.

Accountabilities:

INTERPRET:

• Provide sign language interpretation services in a variety of school settings (e.g., classroom, assemblies, field trips) to facilitate communication between D/deaf and hard of hearing students and others, including teachers, peers, and other members of the school community.
• Facilitate the integration and inclusion of students who are D/deaf/hard of hearing with their peers and maintain curriculum access across the Kindergarten to grade 12 setting

COMMUNICATE, COLLABORATE AND EDUCATE:

• Provide education to school staff and students to increase awareness and understanding of Deaf culture, the needs and accommodations of students with hearing loss, and the interpreter's role within the school setting.
• Actively participate in team, area, Identification, Placement and Review meetings as well as meetings with teachers of the D/deaf and hard of hearing and other relevant professionals, as needed/requested, to support student learning
• Stay current with board/ministry initiatives on curriculum/standards as needed/requested.
• Ongoing communication with classroom staff and the student to ensure appropriate seating, lighting, and unobstructed space is available to students who are D/deaf/hard of hearing to effectively access the interpreted message.

ENSURE PROFESSIONAL ACCOUNTABILITY:

• Maintain a commitment to uphold the standards of professional integrity, competence and ethics as outlined in the Canadian Association of Sign Language Interpreters (CASLI) code of ethics.
• Active membership with CASLI (if a graduate of an accredited interpreter program)
• Follow DDSB's guidelines and procedures to ensure the safety and success of all students.

PURSUE PROFESSIONAL DEVELOPMENT:

• Seek and maintain professional development by attending regular Professional Development (PD) hosted by DDSB and/or the D/deaf community/organizations/institutions.

DOCUMENT:

• Document and share specific strategies, accommodations, and notes on how students access education through an interpreter with the educational team to support student learning.

PREPARE MATERIALS:

• Request preparation materials in a timely manner to ensure accurate and meaningful interpretations for the involved parties and rehearse materials to be interpreted.
• Request that all audio materials are accessible and include subtitles and closed captioning and have ongoing dialogue with educational partners to address scheduling, programming, field trips, special events and presentations.
• Consult with the D/deaf or hard of hearing student, members of the D/deaf or interpreting community regarding appropriate signs for new and/or technical terminology

Other duties as assigned.

Knowledge and Skills:

• Knowledge of computer software and programs as directed on a student's IEP
• Knowledge of a student's hearing loss and use of equipment (FM Systems, sound fields)
• Strong knowledge of D/deaf/hard of hearing culture
• Fluent use of ASL with students across a wide range of ages and abilities
• Demonstrate the ability to be flexible for a variety of interpreting assignments, strong organizational skills, and the ability to work independently without close supervision.
• Practice effective safety and security within individual work routines.
• Demonstrate the ability to effectively communicate and collaborate with others.

Education:

Completion of a Secondary School Graduation Diploma with a recognized community college diploma or university degree from an accredited interpreter training program or a combination of education, training and experience deemed to be equivalent.

Experience:

• A minimum of 1-2 years field experience required
• 500 hours of practical clinical experience required
• Current First aid and CPR preferred

Additional Requirements

• Provide a current Criminal Background Check with vulnerable sector screening upon hire.
• This is a 35 hour per week, 10 month, permanent position that follows the school calendar.
• This is an itinerant position supporting DDSB schools across the system
• Access to reliable transportation is required as assignments will be at different locations.

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