Educational Interpreter Intern/Paraeducator

Job Summary: The Educational Interpreter Intern/Paraeducator is a developmental position created to prepare individuals for a career as an Educational Interpreter serving students who are deaf or hard of hearing.

The Educational Interpreter Intern/Paraeducator will serve in a paraeducator role, providing instructional and classroom support, while participating in a structured interpreter development program. The position combines supervised educational support responsibilities with intensive professional learning through the Pennsylvania Training and Technical Assistance Network (PaTTAN) Educational Interpreter Mentoring Program and individualized coaching from an experienced Bucks IU Educational Interpreter.

The Educational Interpreter Intern/Paraeducator is expected to demonstrate continuous professional growth throughout the internship while developing the knowledge, skills, and competencies necessary to achieve a minimum score of 3.5 on the Educational Interpreter Performance Assessment (EIPA) and become eligible for future employment as an Educational Interpreter. This position is not eligible for remote work, telecommuting, or off-site work assignments.

Classified CoreEssential Functions:**** Primary duties and responsibilities an employee must be able to perform, with or without reasonable accommodation, to successfully fulfill the requirements of a position.

Interpreter Development:

• Participate fully in the PaTTAN Educational Interpreter Mentoring Program.

• Meet regularly with an assigned Bucks IU Educational Interpreter mentor.

• Observe experienced Educational Interpreters across a variety of educational settings.

• Participate in guided interpreting practice under the supervision of qualified mentors.

• Develop receptive and expressive American Sign Language skills.

• Develop educational interpreting skills including vocabulary development, educational discourse, interpreting strategies, and professional decision-making.

• Learn and apply the Code of Ethics for Educational Interpreters.

• Participate in workshops, seminars, and professional development activities related to deaf education and educational interpreting.

• Demonstrate growth through ongoing mentor feedback, self-reflection, and performance coaching.

Student Support:

• Regular attendance and reliable on-site presence.

• Provide one-on-one tutoring (if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher).

• Assist with classroom management, such as organizing instructional and/or other materials.

• Act as a liaison in communicating with teacher and other IU and district staff regarding ongoing needs of students.

• Support parental involvement activities.

• Provide support across all educational settings; escort and supervise students to various locations across all educational settings.

• Assist the student to use equipment.

• Assist the student to use and maintain augmentative communication devices.

• Assist a student to ambulate, position, and transfer.

• Support students in range of motion and other exercises.

• Assist with Activities of Daily Living (ADL) (e.g. feeding, grooming, bathing, toileting, diapering, etc.).

• Monitor the incidence and prevalence of designated health problems or medical conditions (e.g., seizure precautions or extreme lethargy).

• Accompany student on school bus or other vehicle.

• Cue, redirect or monitor to ensure that the student performs ADL tasks when a cognitive impairment prevents a student from knowing when or how to carry out the task (e.g., a student may not be able to dress without instruction on how to do so or need reminders of what to do and when).

• Observe/monitor and redirect/intervention to assist with completion of ADL’s.

• Cue the student to pay attention, participate in activities and complete tasks.

• Participate in the implementation of each student's IEP (Individualized Educational Plan) and C.E.Rs (if applicable)

• Assist with data collection of student performance.

• May be trained, when qualified, to occasionally transport students.

• Follow any individualized support plans that may be a part of a student’s educational program (e.g., behavior, communication, health, transportation).

• Track information about each student including needs, strengths, gains and problem areas.

• Assist with setting up educational environment and preparing materials for instruction.

Supervisory Responsibility:**** This position does not include direct supervisory responsibilities but may provide guidance, support, and collaboration with colleagues and team members as needed to support departmental and organizational goals.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

Physical Demands: This position requires regular on-site presence and includes a combination of sedentary and active physical duties. Employees are regularly required to sit, communicate effectively, use hands for fine motor tasks, and move throughout the work environment. Frequent activities may include walking, standing, reaching, bending, kneeling, crouching, and positioning at student level for extended periods of time. Depending on assignment and student needs, employees may also be required to assist with transitions, mobility support, and instructional or daily living activities.

The employee must be able to lift up to 10 pounds frequently and up to 25 pounds occasionally. Certain assignments may require assisting students with mobility or physical support needs that exceed 25 pounds, with appropriate training and support provided in accordance with program expectations and safety procedures.

This position requires active supervision of students across various educational settings and the ability to respond appropriately and efficiently to students, classroom, or safety needs. Responsibilities may include implementing approved crisis intervention techniques, supporting students with diverse educational, behavioral, communication, and personal care needs, and maintaining a safe and supportive learning environment. Employees may work in environments with elevated noise levels and varying behavioral or emotional support needs.

Specific vision abilities required for this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Employees must also be able to hear and interpret sounds within the environment, including student communication, alarms, and other potential safety concerns.

Regular attendance, dependable onsite presence, and the ability to perform the essential functions of the position are required. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions of the role.

Position Type/ Expected Hours of Work: This is a full-time, 185-day calendar position.**** Days and hours of work are generally Monday through Friday. Hours may vary based on district assignments, program needs, meetings, training, or organizational priorities. Occasional evening and/or weekend work may be required as job duties in demand.

Travel: No regular travel is required for this position. Occasional travel to meetings, trainings, conferences, Bucks IU locations, or other work-related activities may be necessary based on organizational needs.