Sign Language Interpreter, ConVal High School 2025-2026 Position Available In Hillsborough, New Hampshire

Openings as of 4/21/2025 Sign Language Interpreter, ConVal High School 2025-2026

JobID:

2547

Position Type:

Student Support Services-Special Education Date Posted:

3/21/2025

Location:

ConVal High School – Peterborough, NH 2025-2026
Mon-Friday, Full-Time Position

NEW HAMPSHIRE PUBLIC SCHOOLS SCHOOL ADMINISTRATIVE UNIT

#1 CONTOOCOOK

VALLEY SCHOOL DISTRICT POSITION TITLE

Sign Language Interpreter, ConVal High School

SUPERVISOR

Director of Special Education or Building Administrator

QUALIFICATIONS

Ability to provide communication through the use Conceptually Accurate Signed English (CASE) Multiple years of experience and use of additional sign systems/languages is preferable Interprets for deaf or hard of hearing student(s) in a variety of educational settings, including but not limited to, classroom lectures and activities, group discussions, assemblies, and counseling sessions, using various sign language systems and voice interpretation at a normal conversational rate High School diploma required NH Licensure required; Licensure by the National Registry of Interpreters for the Deaf (RID) or equivalent is preferred, but not required Experience with and/or ability to effectively provide transliteration services is preferred SUMMARY This position is a highly skilled, full-time position. A Sign Language Interpreter facilitates communication between deaf or hard of hearing student(s), teachers and staff members and peers within an educational environment, using CASE and a variety of manual and verbal communication systems in a highly proficient manner, reflecting the affect of the speaker and/or signer. This position requires the ability to provide communication through the use of Conceptually Accurate Signed English (CASE) for student(s) throughout the school day and during specific extracurricular activities.

DUTIES AND RESPONSIBILITIES

Interpret during classroom instruction and during the school day as well as off-campus activities such as field trips and extracurricular activities Confer with students, faculty and staff to develop new signs for technical subject matter Participates in standardizing signs used in the educational setting Provide services to the student who is deaf or hard of hearing as a participant of the educational team in academic, vocational and related subjects with teacher support Takes notes in classroom either by utilizing the provided technology or by hand in order to enhance communication access for students who are transitioning to manual Communication Works with teachers to develop ways of increasing interaction between deaf students and their peers Plans and prepares for interpreting and academic support Collaborates regularly with the educational team including, the Teacher of the Deaf, general education teachers, special education teachers and IEP Team Attend and actively participate in certain school events such as school sponsored events which may include events such as open house, back-to-school night, graduation, and plays if needed Maintain a professional manner when working with students, staff, and parents/families via both oral and written communication. Performs related duties as assigned at the school

KNOWLEDGE

CASE, and Expressive and receptive forms of sign language systems Interpreting strategies and techniques necessary to accommodate individual needs of students in a variety of educational settings Understanding of language development, deafness and foundational concepts of deaf culture The unique needs of, and issues, pertinent to the Deaf and hard of hearing, specifically the understanding of student’s language acquisition and any deficits which may impede his/her academic access and success

ABILITIES

Interpret and communicate fluently and with high proficiency in the sign language system appropriate to the individual needs of the students Assess and adjust to students’ language abilities and their preferred communication system Maintain confidentiality Understand and carry out written and oral instructions Convey information promoting the awareness of the unique needs of, and issues pertinent to, deaf or hard of hearing individuals Understand and express common technical and vernacular expressions used in the classroom in a clear manner Demonstrate sensitivity to the communication process between deaf or hard of hearing individuals and the needs of the persons involved in that process Establish and maintain positive interpersonal relationships with others Speak and write English clearly and effectively Demonstrate academic skills and knowledge in various disciplines at the middle/high school level in order to interpret highly technical concepts and terminology accurately and meaningfully Exhibit flexibility with schedule changes and assignments based on student, educational, and program needs

PHYSICAL REQUIREMENTS

Hearing acuity sufficient to understand information to be interpreted in a variety of educational environments Facial dexterity to produce readable mouth movements for specific sign language expressions Manual dexterity to produce readable sign language through movement of fingers and arms Visual acuity to see information to be voiced (such as sign language and facial expressions)

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED

Frequently stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.
Frequently crouching, bending the body downward and forward by bending leg and spine.
Occasionally crawling, moving about on hands and knees or hands and feet.
Frequently reaching, extending hand(s) and arm(s) in any direction.
Occasionally standing, particularly for sustained periods of time.
Occasionally walking, moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
Occasionally pushing, using upper extremities to press against something with steady force in order to thrust forward, downward or outward. Occasionally pulling, using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
Frequently lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
Frequently fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
Frequently grasping, applying pressure to an object with the fingers and palm.
Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.
The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
None. The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work.)