Position Details
POSITION DESCRIPTION
Title: ASL Interpreter Coordinator
Reports to: Supervisor of Services for Low Incidence Populations
Terms of Employment: 182 Days (prorated from NUP 200 day scale)
Non-Union Professional Grade 5
BROAD STATEMENT OF RESPONSIBILITIES:
The ASL Interpreter Coordinator is responsible for the coordination, scheduling, and quality assurance of American Sign Language (ASL) interpreting services for Deaf and Hard of Hearing (D/HH) students across the district. Although not an administrative position, the role provides supervisory assistance and support. This position ensures that ASL interpreting services are provided in accordance with students’ IEPs and applicable federal and state special education requirements, including IDEA, Section 504, the ADA, and state special education rules. The ASL Interpreter Coordinator works collaboratively with IEP teams, school administrators, families, and D/HH staff to ensure consistent, equitable access to communication in all educational settings.
Required Qualifications
1. Bachelor’s degree in Deaf Education, ASL Interpreting, Special Education, or a related field.
2. Experience working with students who are Deaf or Hard of Hearing in educational settings.
Knowledge of Michigan MARSE, IDEA, and requirements related to D/HH services.
3. Strong organizational and communication skills.
Preferred Qualifications
4. RID certification or equivalent ASL interpreting credential.
5. Experience supervising or mentoring ASL interpreters.
6. Proficiency in ASL and knowledge of Deaf culture.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
ASL Interpreting Services Coordination
7. Coordinate and schedule ASL interpreters to support D/HH students in instructional and non-instructional settings, including classrooms, related services, assessments, IEP meetings, school activities, and extracurricular events.
8. Ensure short-term, long-term, and emergency interpreter coverage across multiple buildings.
9. Prioritize interpreter assignments based on IEP requirements, student communication needs, and educational impact.
Supervisory and Professional Support
10. Support the administrator in monitoring, mentoring, and observing district-employed ASL interpreters.
11. Assist with recruitment, hiring, and retention of qualified interpreters.
12. Support interpreter onboarding, orientation, and ongoing professional learning aligned with educational interpreting standards.
13. Provide guidance to school staff regarding the appropriate role and use of ASL interpreters in educational settings.
14. Adhere to any pertinent interpreter collective bargaining agreement provisions.
Quality Assurance and Ethical Practice
15. Monitor service delivery to ensure high-quality interpreting and adherence to professional ethical standards.
16. Address concerns related to interpreter performance, role clarity, or student access.
17. Support problem-solving when communication access needs change or when interpreting services are not effective.
18. Stay informed of developments in interpreting standards, licensure requirements, and educational practices affecting DHH students.
Collaboration and Consultation
19. Collaborate with Teachers of the Deaf and Hard of Hearing (TDHH), audiologists, speech-language pathologists, and other related service providers.
20. Serve as a resource to administrators, educators, and families regarding ASL interpreting services.
21. Participate in meetings related to D/HH programming, service planning, and staffing.
Staffing, Contracts, and Resource Management
22. Assist with staffing projections and budget planning for ASL interpreting services.
23. Coordinate the use of contracted or agency ASL interpreters when district staff are unavailable.
24. Monitor service coverage and identify staffing needs to ensure continuity of services.
25. Interpret for deaf/hard of hearing staff members at district scheduled meetings and professional development as needed.
SKILLS AND COMPETENCIES:
26. Expertise in educational ASL interpreting models and role boundaries.
27. Ability to manage complex scheduling in a large district environment.
28. Strong collaborative and consultative skills.
29. Cultural competence related to Deaf culture and the Deaf community.
30. Ability to maintain confidentiality and accurate service records.
WORKING CONDITIONS:
31. District-based in-person position with frequent interaction across school buildings.
32. Occasional evening or weekend work to support meetings or school events.
33. Travel between district sites as required.
The above is intended to describe the general content of and requirements for the performance of this position. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements.
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