American Sign Language (ASL) Interpreter

About the role

The American Sign Language (ASL) Interpreter facilitates communication between Framingham Public Schools students, parents/guardians, and school staff. This role ensures the protection of educational rights for families and their children by providing high-quality interpreting services on an as-needed basis. By fostering a secure and inclusive environment, this professional ensures that the school remains a focused space for learning and growth.

Responsibilities

• Facilitate communication between the student, teachers, and peers during lectures, small group work, and classroom discussions.
• Interpret non-spoken information, such as intercom announcements, fire drills, and incidental classroom chatter.
• Collaborate with General Education teachers to prepare specialized vocabulary in advance.
• Support student social-emotional growth by interpreting peer-to-peer interactions during recess, lunch, and transitions.
• Provide feedback on student communication progress during Individualized Education Program (IEP) meetings as requested.
• Maintain professional conduct in alignment with EIPA guidelines.
• Ensure clear communication between parents/guardians and school staff during meetings or school events.

Requirements

• American Sign Language (ASL) Certification preferred.
• Previous experience in an educational setting is preferred.
• Bilingual proficiency in Spanish and/or Portuguese is preferred.

Qualifications

• Educational Requirement: High School Diploma or equivalent required; Associate’s or Bachelor’s degree preferred.
• Professional Experience: Previous experience in an educational setting is preferred.
• Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred.

Skills and Abilities

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community.
• Problem Solving: Sound reasoning and problem-solving skills to evaluate communication needs, identify potential barriers to access, and recommend appropriate linguistic accommodations or courses of action.
• Social-Emotional Learning (SEL): Proficiency in integrating SEL frameworks into daily student interactions to support the "whole child," fostering a safe, inclusive, and trauma-informed environment for students who are Deaf or Hard of Hearing.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to redirect student behavior, manage common-area conduct, and resolve peer conflicts constructively.
• Technical Literacy: Ability to read, analyze, and interpret Individualized Education Programs (IEPs), specialized curriculum materials, and district regulations to inform instructional support and emergency response planning.
• Relationship Building & Collaboration: Ability to establish and maintain positive, effective working relationships with school leaders, faculty, students, and community partners to ensure a unified approach to student success.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
• Organization & Time Management: Strong organizational skills to work independently. Ability to manage complex schedules, prepare for diverse subject matter, and maintain accurate communication logs without compromising accuracy.
• Technology Proficiency: Ability to operate a computer and related software, including Google Workspace and assistive listening or communication technologies.
• Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.
• Linguistic Adaptability: Ability to "code-switch" between Formal ASL, Pidgin Signed English (PSE), and Conceptually Accurate Signed English (CASE) based on the specific linguistic needs and developmental level of the student.
• Curriculum Preparation: Ability to proactively research and develop signs for technical academic vocabulary (e.g., specific scientific processes, mathematical theorems, or literary devices) to ensure the student has equal access to complex concepts.
• Environmental Awareness: Ability to provide "environmental shadowing," ensuring the student is aware of auditory social cues, background conversations, and emotional tones that contribute to the "hidden curriculum" of a school day.

Benefits

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Pay

Not specified

Schedule

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