Sample Job Description (K12)

Job Description Template:

Educational Interpreter – Wisconsin

This job description template is intended as a recommended starting point for Wisconsin school districts and educational institutions looking to hire a qualified Educational Interpreter.

The content reflects best practices widely accepted within the interpreting profession and includes guidance aligned with standards from organizations such as the Registry of Interpreters for the Deaf (RID), the National Association of Interpreters in Education (NAIE), and Wisconsin DPI licensing requirements.

Districts are encouraged to pick and choose the responsibilities, qualifications, and addenda that best match their needs. Customizing this template ensures that your job posting is both compliant and competitive, while clearly communicating expectations to attract skilled interpreters.

Position Title

- Educational Interpreter

- Sign Language Interpreter
- Lead Educational Interpreter
- Interpreter Coordinator

[never "signing aide" or "interpreter paraprofessional"]

Position Summary

The Educational Interpreter facilitates communication between deaf or hard-of-hearing (D/HH) students and their hearing peers, teachers, and school personnel. Using American Sign Language (ASL), English-based sign systems, or other visual communication methods, the interpreter ensures students have equitable access to the curriculum and can participate fully in all aspects of school life.

Key Responsibilities (select applicable duties)

Interpret in general and special education classrooms, assemblies, field trips, extracurricular and athletic events, and school-sponsored activities.
Provide interpreting services for meetings such as IEPs, parent-teacher conferences, and staff trainings.
Collaborate with teachers and other educational team members while maintaining the integrity of the interpreter’s role.
Uphold confidentiality and professional standards per the RID Code of Professional Conduct and NAIE Code of Ethics.
Maintain knowledge of and sensitivity to assistive listening devices (e.g., hearing aids, cochlear implants, FM/DM systems).
[Support social and emotional development by fostering peer interaction and modeling inclusive communication strategies.]
[Document interpreting services or student progress as required by the district.]

Qualifications (Required)

Valid Wisconsin DPI Educational Interpreter License (#O020)
Associate’s degree in interpreting from an accredited program (Bachelor’s degree preferred)
Fluency in ASL and English
Ability to work collaboratively with students, teachers, and related service staff
Awareness of Deaf culture and the diverse needs of D/HH students

Preferred Qualifications (optional – include if desired)

Bachelor’s degree in interpreting, Deaf education, or a related field
Experience in educational settings
[DSPS Interpreter License – preferred for interpreting with adults in compliance with ADA]
- [BEI/RID Certification – nationally recognized credential]
[DPI license: EIPA score of 3.5 or higher – for validation of interpreting skill level]

Work Schedule

This is a [school-year] position (typically ~180 days). Daily hours follow the school’s instructional schedule and align with other Related Service Providers (RSPs) such as SLPs, OTs, and School Psychologists.

Compensation

Salary is commensurate with:

Education level and credentials
Years of relevant interpreting experience
District salary schedule and union agreements (if applicable)

Additional compensation should be considered for:

Serving in a Lead or Coordinator role
Holding both DPI and DSPS licensure
Providing tactile interpreting for DeafBlind students

Possible Addenda:

Include what is applicable based on district/student needs

Addendum A:

Lead Interpreters or Interpreter Coordinators

Lead Interpreters assume additional responsibilities such as:

Coordinating schedules for staff interpreters across the district or site
Ensuring IEP compliance by confirming interpreter coverage for all services
Arranging for substitute interpreters when needed
Serving as liaison to school administrators for interpreting services

Compensation Note:
Due to the leadership and administrative responsibilities involved, additional pay is recommended for Lead Interpreters or Coordinators.

Addendum B:

Interpreting for Students with Additional Disabilities

Interpreters working with D/HH students who have co-occurring disabilities may need to:

Use simplified signs or AAC tools
Follow structured routines and use visual schedules
Collaborate with SLPs, OTs, behavioral staff, and special educators

Preferred Experience:

Familiarity with inclusive or special education settings
Comfort with behavior management and visual supports
Knowledge of Total Communication approaches

Addendum C:

Interpreting for DeafBlind Students

Interpreters may adapt communication to meet the needs of students with combined hearing and vision loss by using:

Tactile or close-vision signing
Protactile communication
Collaboration with TVIs, O&M specialists, and other service providers
Environmental navigation and safety support