High Desert ESD celebrates all cultures and languages and is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive considerations for employment without regards to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

Job Title: Sign Language Interpreter II - Temporary Position

Details

Department: K-12 Special Programs

FTE: .9375 FTE, 37.5 HRS/WK - 177 days for the 26/27 school year

Location: Regional - Bend Lapine Schools / Redmond

Position Start Date: 08/24/2026

Posting Close Date: Open Until Filled

Rate as established by bargaining agreement, Classified Wage Schedule, starting range $37.17/hr - $48.00/hr. *This rate of pay is pending contract approval for the 26/27 school year.

Benefits include family insurance package, sick leave, paid holidays, generous PERS contribution.

Sign Language Interpreter II - Temporary Position

Employee Value Statement:

At the heart of the breathtaking landscapes of Central Oregon, where snow-capped mountains meet lush forests and vibrant communities, lies an opportunity to make a meaningful impact. The High Desert ESD believes that every student, educator, and community member deserves a voice and a place to thrive, regardless of their background or circumstances. Our commitment to equity and inclusion is woven into everything we do, from the programs we develop to the partnerships we cultivate. We strive to create a culture where diverse perspectives are valued and where everyone feels a sense of belonging.

Position Summary:

The Educational Interpreter works in a team setting and is responsible for the deaf and hard of hearing students’ (early childhood through age 21) accessibility to education. Perform simultaneous interpretation of spoken language and sign language for deaf and hard of hearing students (spoken English into sign language and voicing sign language into English) within the classroom and during school-related functions/activities. Provide re-teaching/tutoring and other academic and classroom support as directed. Provide academic assistance under the direction of the teacher of the deaf and/or the classroom teacher.” (Oregon Guidelines, Educational Interpreting for Students Who are Deaf)

Essential Functions and Responsibilities:

Proficiency in comprehension and expression of American Sign Language, Contact Variety, and Manually Coded English with children and adults
Effectively manage environmental factors
Explain the technical needs of interpreting, i.e., lighting, visual aids, positioning, and the challenges related to interpreting between languages
Knowledge of instructional support and tutoring methods for students who are deaf and hard of hearing. Ability to provide supplemental instruction when needed to augment primary instruction.
Ability to model appropriate use of ASL and spoken English.
Ability to follow EIPA Guidelines of Professional Conduct for Educational Interpreters and NAD-RID Code of Professional Conduct
Ability to assess and understand individual student’s communication abilities and styles and adjust/adapt interpretation to ensure message accuracy as related to the students age, cognitive level, register, personality, affect, learning style and language competencies
Ability to understand and interpret curriculum in a 0-21 years educational environment
Ability to make on the spot independent decisions regarding how to present curriculum to meet each student’s ability to understand academic material
Ability to teach social and communication skills appropriate for participation in mainstream hearing environments. Ability to encourage and facilitate peer communication and socializing between deaf and hearing students in all school settings.
Ability to communicate effectively and maintain positive professional working relationships with all members of the educational team including parents, students, and staff. Ability to work as part of an educational team to implement IEP goals related to specific activities. Ability to serve as liaison between classroom teacher and teacher of the deaf regarding aspects of the students’ mainstream experience
Ability to assist staff and students in understanding the interpreter’s function, diverse roles, and primary responsibilities. Ability to provide instruction and coaching to staff and students regarding how to effectively use an interpreter to facilitate communication.
Ability to assist hearing staff and students in understanding Deaf culture and sign language to minimize cross cultural misunderstandings. Ability to teach sign language to staff, students, and families. Ability to teach staff and students, as needed, the use of assistive technology
Participate in skill development/professional development workshops and conferences on an annual basis to maintain RID certification. (Must complete and document 12 seat hours of continuing professional development related to sign-language
interpretation each school year)
Provides appropriate input as requested for record keeping, program data, time sheets, etc.
Perform other duties the immediate supervisor may assign to meet the usual and unusual demands placed on the organization.

Minimum Qualifications:

The Educational Interpreter must show evidence of the follow:

Minimum Qualifications as defined in OAR 581-015-2035
- The sign language interpreter must achieve a passing score of 3.5 or above on the EIPA Performance Test or hold RID NIC, CI or CT Certification and;
- Hold a Bachelor’s or Associate’s Degree from an Interpreter Education Program or in a related educational field; or (B) Achieve a passing score on the EIPA Written Test.

AND

Demonstrate effective oral and written communication skills.
Demonstrate effective interpersonal skills and the ability to work collaboratively with an educational team. (Oregon Guidelines, Educational Interpreting for Students Who are Deaf, p.29)
Must have access to reliable transportation and the ability to travel from home to school site and from school to school as needed
during the school day and as directed throughout the school year; consistent attendance is required.
Previous experience interpreting in a K-12 school setting preferred
Adherence to performance requirements as stated in the Educational Interpreter Handbook is required.
Able to function effectively without direct guidance or supervision when appropriate.
Applicants must have successful experience in working with culturally diverse families and communities, and/or have otherwise demonstrated a commitment to equity and strengthening engagement of a diverse community and skill in communicating with a diverse population.
Must be able to bend, stoop and lift up to 50 pounds.
Must have access to reliable transportation and consistent attendance is required.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.

While performing the duties of this position, the employee is regularly required to: talk, hear, walk frequently, sit, stand, stoop, kneel, crouch, crawl, use hand dexterity for computer work, handle items, reach with hand and arms, lift and/or move up to 30 pounds and occasionally up to 50 pounds and see close and at a distance, have peripheral vision and the ability to adjust focus. Workloads are heavy and timelines may be unreasonably short at times. Requests and issues are often received which require immediate attention and conflict with other priorities.

Terms of Employment Salary, benefits, and vacation are established by policy and contract.

Sign Language Interpreter II - Temporary - 26/27 School Year (.9375 FTE, 37.5 HRS/WK)