Programs for Young Children Interpreter

Purpose of Position/Summary:

The Programs for Young Children Interpreter – serves as an instructional champion for our bilingual and non-English speaking families and students with special needs by providing interpretation services during evaluations, case conference meetings, and other instances as needed. This is a 10-month, hourly position with some compensated summertime work.

Essential Duties/Responsibilities:

The Programs for Young Children Interpreter - represents a change in the way time and expertise is used, and will result in a renewed focus on the critical role quality early childhood experiences provide to support positive outcomes for students. Developmentally appropriate practice, universal design for learning and more individualized support for special education teachers and students will be a cornerstone of the position. We expect that PYC Interpreter will spend the majority of their time partnering with PYC Evaluation Team Members and Teachers to drive instructional strategy in inclusive and self-contained settings by providing interpretation support to increase student achievement of our students with special needs. The remainder of the Interpreter’s time will be used for ensuring compliance with special education rules (Article 7), support in the PYC Office, and interpretation support for families of students in non-PYC programs.

Job Description:

In this model, the Programs for Young Children Interpreter specifically:

• Provide assistance to English learners who are being evaluated by the Programs for Young Children team;
• Understands and engages in collaborative work with Programs for Young Children staff, general education personnel, while carrying out their primary responsibilities of improving learning for students with disabilities;
• Contact parents regarding evaluation appointments and meetings;
• Communicates effectively, and in a timely manner, with parents and guardians of special needs students to address complaints, issues and concerns;
• Complete social history questionnaire;
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• Present for all Spanish speaking evaluations and case conferences;
• Answer phone calls / texts / emails from parents;
• Translate any documents needed;
• Assist with acquiring any signature pages needed from Spanish speaking families;
• Provide interpretation services for families of students served by PYC;
• Complete home visits if required in the course of completing an evaluation or meeting;
• Help students view their culture and themselves with pride;
• Work with administration, teachers, staff and family members to help English learners reach academic and social emotional goals;
• Consistently shares the vision of the Unified Student Supports team and collaboratively seeks innovative solutions to support students and their families;
• Proactively and consistently revisits PYC program and service procedures to ensure continuity services and foresight of potential issues;
• Perform duties assigned by the Programs for Young Children Coordinator.

Core Competencies

Critical core competencies for successful performance in this role are:

• Must be able to speak, read and write in the target languages and English. Competency must be demonstrated.
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• Highly-developed communications skills (written/verbal) and interpersonal savvy
• Results/action-orientation; project management skills
• Organizational agility; developed negotiation skills
• Unquestionable personal code of ethics, integrity, diversity and trust
• Able to successfully navigate within varying degrees of ambiguity in a fast-paced environment
• Strong strategic analysis skills

Qualifications

The successful candidate will be discrete, high-energy, agile-minded, strategic, proactive, a direct communicator, highly-organized and committed to the vision and values of IPS and the IPS Special Education Department. In addition, the following standards will generally define the successful incumbent:

• Must have completed high school and have basic knowledge of high school math and English (college degree preferred)
• Working knowledge of federal and state special education rules, regulations, and practices (Article 7 and IDEA);
• Working knowledge of Indiana and IPS special education policies, procedures and programs;
• A track record of developing and maintaining strong working relationships with and among a diverse group of actors;
• Excellent communication skills and strong analytical and writing capabilities;
• Close attention to detail coupled with the ability to exercise good judgment;
• Strong organizational, oral and written communication, and interpersonal skills;
• Proactive nature; able to anticipate conflicts before they arise;
• Ability to work well independently as well as collaboratively;
• Ability to execute meetings, calls and emails with professionalism, courtesy and accuracy;
• Personal qualities of integrity, maturity, humility, strong work ethic, sense of humor, and diligence; and
• Ability to effectively allocate and prioritize time to several tasks to ensure completion of all.

Personal Work Relationships:

The individual in this position works with a wide range of IPS staff, partners, administrators and service providers on routine and diverse problems encountered to fulfill its special education duties. The individual must possess and employ a variety of personal and interpersonal skills in the discharge of the position’s responsibilities. This position requires a positive attitude when dealing with staff and IPS constituents. Good judgment, discretion and individual initiative are necessary for the effective discharge of the position’s significant responsibilities.

Physical Effort:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

Must be able to walk, stand, speak and listen. Since he/she may work with Young Children, occasionally sitting on the floor, bending, kneeling, stooping are necessary.

Working Conditions:

The work environment characteristics described in this document 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.

While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate.