Sign language interpreter jobs in Panama City, FL - 173 jobs

Compensation Salary Schedule Under direction, the position functions as lead educational interpreter and resource coordinator for Deaf Hard of Hearing (DHH) students enrolled in the district's exceptional education program or may be assigned to a school performing highly skilled classroom interpreting. Position facilitates communication between students who are deaf and/or hard of hearing involved in the educational process through the use of sign language, oral interpreting, and/or other communication resources needed to accommodate DHH students who qualify to receive these services. Employees at this level bring exceptional technical skills and extensive interpreting experience to the work. Provides technical assistance to certified teachers in the education and training of DHH students. Interpreters are to adhere to The Registry of Interpreters of the Deaf (RID) code of ethics as relates to standard practices in educational interpreting as well as the Educational Interpreter Performance Assessment (EIPA) guidelines for professional conduct. Work is performed under the direction of a certified teacher or other school official. Essential functions as outlined herein are performed according to the assigned functional area (e.g., interpreting, transliterating, captioning). Performs related duties as directed. Responsibilities and Qualifications EXAMPLES OF ESSENTIAL FUNCTIONS Responds to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light. Assists supervisor in coordination and scheduling of interpreting services, in the recruitment and retention of skilled interpreting personnel, and in the interview and selection process. Maintains a library of professional resources by ordering textbooks and materials applicable to the assigned functional area, receives and verifies shipments, maintains materials and resource inventory data, and disseminates educational resources accordingly. Provides district wide interpreting services for deaf and hard of hearing students, parents, and staff; coordinates after hours interpreting services. Provides guidance and technical assistance to interpreting personnel as required; evaluates interpreting skills of district interpreters in order to provide specific information to administrators and to assist in developing appropriate staff development workshops. Assists supervisor in establishing and maintaining compliance with the Americans with Disabilities Act with respect to the educational rights of sensory impaired persons. Prepares instructional materials, to include copying materials, laminating items, binding and collating. Participates in yearly professional development activities focused on the acquisition of new and up to date knowledge and skills in sign language interpreting to a minimum of 1.2 CEUs (as measured by the Registry of Interpreters for the Deaf RID). Responsible for keeping up to date on current technology being used by OCPS. With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position. Respond to internal and external customers in a timely, accurate, courteous and empathetic manner representing OCPS in a positive light. Responsible for timely and accurate information they maintain as part of their job responsibilities. The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position. MARGINAL FUNCTIONS While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members. Performs related duties as directed. MINIMUM TRAINING AND EXPERIENCE High school diploma or GED; supplemented by minimum five (5) years progressively knowledgeable and skilled interpreting experience for deaf and hard of hearing students, with demonstrated knowledge of available instructional and technical resources specifically designed to facilitate equal education for DHH students; or an equivalent combination of education, training, and experience. National Interpreter Certification (NIC), Certificate of Interpretation (CI), Certificate of Transliteration (CT), Educational K-12 certification (Ed:K-12), Educational Interpreter Performance Assessment (EIPA) level 3.8, or B.A. in Sign Language Interpreting required or Masters preferred. PERFORMANCE APTITUDES Data Utilization: Requires the ability to coordinate, manage, strategize, and/or correlate data and/or information. Includes exercise of judgment in determining time, place and/or sequence of operations. Includes referencing data analyses to determine necessity for revision of organizational components. Human Interaction: Requires the ability to provide leadership, guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations. Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment, perform hearing aid checks, and use appropriate communication equipment. Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, advisory, and design data and information. Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages. Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution. Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable. ADA COMPLIANCE Physical Ability: Tasks involve the ability to exert moderate, though not constant physical effort, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12-20 pounds). Hands being used constantly requiring prolonged physical, intricate movement and exertion. Sensory Requirements: Depending on the functional area of assignment, most tasks require visual perception and discrimination, or most tasks require oral communications ability, and/or most tasks require the ability to perceive and discriminate sounds. Environmental Factors: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances. The Orange County School District will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.