Interpreter Handbook
 

ê    Contact Information

ê    Code of Ethics and Best Practices

ê Working with ACC

Interpreter Services

Application

Compensation

ê Certification

ê Benefits

Taxes

Retirement

Tax Sheltered Annuities

Direct Deposit

Perks

Human Resources Contact Information

ê Parking and Campus Locations

ê Campus Maps

ê Pay Policies and Procedures

2-Hour Minimum

Administrative Time

Down Time

Rounding Time

Pay Differential 

24-Hour Cancellation

Student/Teacher No-shows

Skill Development

Test Days

Student Withdrawals

Preparation Time

Tutoring

Inclement Weather

ê Submitting Your Timesheet

Online Timesheets

Accessing eTimeSheets

Selecting eTimeSheets

Assignment Examples

Entering Day Time

Entering Evening/Weekend Time

ê Interpreter Absences and Late Arrivals

ê Classroom Responsibilities

ê Behaviors to Avoid

ê Team Interpreting

ê Interpreters’ Office

ê Mentoring

ê Important Phone Numbers

Office of Students with Disabilities

Campus Police

Human Resources

Additional Websites

ê Repetitive Motion Injuries

ê RMI Prevention Hints
ê Frequently Asked Questions 

Contract Information

The interpreter plays a critical role in the success of students who are deaf or hard of hearing.  In addition to providing the communication link for students in their classes, interpreters make it possible for them to access other school activities and services.  The intent of the Interpreter Handbook is to provide guidelines, clarify the expectations and responsibilities of the interpreter, and give an overview of the objectives, policies and procedures of ACC’s Office of Interpreter Services (IS).  From time to time it may be necessary to update sections of the Interpreter Handbook.  Copies of updated sections will be made available to all hourly and staff interpreters.  If you do not understand any of the enclosed material or have questions that are not covered in the Handbook, please do not hesitate to contact IS. 

You can also find information about the college, its organizational structure and policies in ACC’s Hourly Employee Handbook, which is available from IS or Human Resources or by visiting their website: www.austincc.edu/hr/hrlyhand/index/htm

 We look forward to working with you at Austin Community College and hope you will enjoy working here as well!

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 Code of Ethics and Best Practices

Interpreters employed by Austin Community College will abide by the code of ethics issued by the Registry of Interpreters for the Deaf (RID).  The RID has set forth the following principles of ethical behavior to protect and guide the interpreter, the consumers and the profession (in bold).  Interpreter Services has expanded on the Code of Ethics to define “Best Practices” for Interpreters in the post-secondary setting (in italics):

Interpreters/transliterators shall keep all assignment-related information strictly confidential.

    ACC interpreters may discuss assignment-related information only with Interpreter Services staff, e.g., reporting student no-shows.

Interpreters/transliterators shall render the message faithfully, always conveying the content and the spirit of the speaker, using language most readily understood by the person(s) whom they serve.

    Cultural differences need to be considered when attempting to render the message faithfully.  For example, contextual information may need to be added to accurately interpret music and TV references, culturally laden jokes (hearing or deaf), etc.  Interpreters should strive to interpret the meaning of the speaker, not just the words/signs.

Interpreters/transliterators shall not counsel, advise, or interject personal opinion.

    An interpreter’s only function is to facilitate communication and cultural understanding between individuals who would otherwise have difficulty communicating.  However, it is permissible to explain one’s role to the students, staff and faculty, and to share information with the student about accessing note takers and tutors.

Interpreters/transliterators shall accept assignments using discretion with regard to skill, setting and consumers involved.

    Before accepting an assignment, an interpreter should consider

    the following:

• whether his/her skills and knowledge are adequate

• for interpreting the class(es);

• his/her ability to meet the communication needs of

• the student(s); and

• his/her ability to remain impartial.

Interpreters/transliterators shall request compensation for services in a professional and judicious manner.

Interpreters are hourly employees of ACC.  As such, they agree to the pay rate approved by the college and are responsible for turning in bi-weekly timesheets on or before the due dates.

Interpreters/transliterators shall function in a manner appropriate to the situation.

ACC interpreters shall conduct themselves in such a manner that brings respect to themselves, consumers (students, faculty, staff and visitors), Austin Community College and the profession.  An explanation of what is acceptable dress is covered in the FAQ section.

Interpreters/transliterators shall strive to further their knowledge and skills through membership in or certification by RID (or the Texas Commission for the Deaf and Hard of Hearing) and shall strive to maintain high professional standards in compliance with the code of ethics.

Highly specialized situations arise, especially in the educational setting, which require subject-specific vocabulary.  Interpreters have an obligation to be prepared for class, which may require outside study (see Prep Time).

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Working for ACC

Interpreter Services

Interpreter Services (IS) is a division of the College’s Special Populations Department within Retention and Student Services.  The office, which provides interpreters college-wide, is housed at the Riverside Campus.   ACC hires both staff and hourly interpreters.  The Staff include the Interpreter Supervisor, a Lead Interpreter and part-time positions.  Hourly interpreters may work exclusively for ACC, freelance within the community, interpret one or two classes in addition to another job, or do occasional sub work.

Application

Hourly Interpreter applicants need to contact IS directly.  The applicant will be asked to turn in a video of his/her best work or take an Interpreter Skills Assessment to determine his/her level of proficiency and facilitate the proper placement in class assignments.  Following the assessment, IS will inform the applicant whether or not s/he is qualified to work at ACC.

Staff Interpreter applicants must apply through the Office of Human Resources at the Highland Business Center.  If a position is available and basic qualifications are met, the applicant will be asked to turn in a video of his/her best work or take an Interpreter Skills Assessment.  Upon passing the assessment, the applicant may be called for an interview.  The Interview Committee makes employment recommendations to the Office of Human Resources, which in turn makes the official offer of employment.

Compensation

ACC compensates hourly interpreters based on their level of certification.  Interpreters are responsible for maintaining their certification and notifying IS of any changes. ACC recognizes the following certifications and equivalent pay levels:


          Level  5  Pay   =    DHHS L-5; RID SC: L
          Level  4  Pay   =    DHHS L-4; RID CI/CT
          Level  3  Pay   =    DHHS L-3; RID CSC,  CI or CT
          Level  2  Pay   =    DHHS L-2; RID IC/TC
          Level  1  Pay   =    DHHS L-1; RID IC or TC
          Level  0  Pay   =     no certification

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Certification

Uncertified interpreters and those certified in another state will be evaluated by IS to determine their level of proficiency and hourly pay rate.  Following the initial evaluation they will be given a time frame in which they must take the national (RID) or Division for Deaf and Hard of Hearing Services (DHHS) evaluation in order to maintain their level of pay. 

The procedure follows:

• Once an interpreter has been evaluated by IS and a pay level has been determined, the interpreter must take either the RID or DHHS evaluation.  IS has information about applying for either test.

• Within 30 days of hire, the interpreter must provide IS with proof of having registered for the evaluation.

• The interpreter takes the written and performance tests in time to receive results within one year from the date of hire.

• If the interpreter receives a higher or lower certification than the initial assessment indicated, the hourly rate will be adjusted accordingly. (ie: decreased or increased to match the current certification level)

• If the interpreter does not take a certification evaluation within the time limit or his/her certification lapses, s/he will be paid at the uncertified rate.

• Interpreters must provide IS with a copy of their updated certification card annually.

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Benefits

• Taxes: Hourly interpreters are considered employees of the college and taxes are deducted accordingly.

• Retirement: In lieu of Social Security, ACC participates in the Part-  time Employees Retirement Plan. The employee’s contribution is made prior to taxes and the employee may withdraw these funds upon leaving the college.

• Tax Sheltered Annuities: ACC offers a 403B plan, which is similar to a 401K.  Employees may transfer a specified amount from their paychecks to be placed in a retirement account before taxes are calculated.

• Direct Deposit:  ACC requires direct deposit for all hourly and staff employees.  Direct deposit statements must be picked up from the IS office or Technical Office Assistant in room 9150 at Riverside Campus within two weeks of the payday.  Statements that are not picked up will be sent to the Cashier’s Office at ACC’s Service Center where they will be shredded.

It is against ACC policy to mail deposit slips to its employees.

• Perks:  The gyms, libraries and computer labs are available to all employees.  You must have an ACC staff ID to access these resources.  Ask IS for more details.

• For More Information:  See ACC’s Hourly Employee Handbook or call the Office of Human Resources for specific questions about these and other benefits:
  
   

Human Resources

Highland Business Center

5930 Middle Fiskville Rd.

Austin, Texas

Benefits:  (512) 223-7617 or 7800

www.austincc.edu/hr/

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Parking and Campus Locations

Parking

 All vehicles parked on ACC lots must display an ACC Parking Permit.  To purchase a Staff/Faculty Parking Permit, first pay at any Campus Cashier or sign a release to have the fee deducted from your paycheck, then take the receipt to Campus Police to register your vehicle(s) and obtain the permit.  Permits are valid for one academic year and must be renewed each fall semester.

Campus Locations

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Campus Maps

For driving directions, click on the desired location from the list below:

Cypress Creek
Eastview
Highland Business Center
Northridge
Pinnacle
Rio Grande
Riverside
Service Center
Downtown Center

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Pay Policies and Procedures

IS will inform interpreters how to record their time when they are given an assignment.  In general, the following policies apply:

2-Hour Minimum

An assignment may be one class or 2 or more classes that run back-to-back.  An interpreter bills a minimum of 2-hours, regardless of the length of the assignment.  If a class is cancelled for the day, and the interpreter has not yet driven to campus, his or her timesheet should reflect the scheduled class time or the 2-hour minimum, whichever is greater.

Administrative Time

Interpreters bill an additional 30-minutes to both the beginning and the end of an assignment to allow time to meet with instructors and students, as needed. If the class is dismissed 30 or more minutes early, the interpreter bills until the regularly scheduled class ending time.  If a class runs over, or the instructor needs to talk with a student for an extended period of time after class, the interpreter adds 30-minutes to the actual ending time of the assignment and informs IS as soon as possible of the additional time billed.  Interpreters whose schedules are split between two campuses may bill  up to 1-hour of travel time (ie: 30-minutes after the last class on first campus and 30-minutes before the first class on second campus).

Down Time

If there is a break of 1-hour or less between classes on a single campus,  an interpreter bills through, but is expected to use the time for prep work or skill development activities and remain available for sub work at that campus.  If the break is longer than 1-hour, the interpreter may bill for the 30-minutes at the end and beginning of each block of classes.

Rounding Time

Interpreters should round their time in 15-minute increments.  If the assignment ends at 1:10, the interpreter bills until 1:15.  If the assignment ends at 1:05, the interpreter bills until 1:00.

Pay Differential

ACC provides a pay differential for Hourly Interpreters who work weekdays after 7:00 PM and on the weekends. Please see specific billing examples under “Submitting your Timesheet.” 

24-Hour Cancellation

Interpreters must report a student or teacher initiated cancellation to IS immediately after learning that interpreting services will not be needed.  If an interpreter is given less than 24-hours notice of a cancellation, s/he will be paid for the class time or the 2-hour minimum, whichever is greater.  However, the interpreter is expected to remain available for substitute assignments and/or use that time for skill development activities.

Interpreters that receive at least 24-hours notice of a cancellation may not bill for the assignment, unless it falls between other classes in the interpreter’s schedule for that day.  Once again, interpreters are expected to use billable time for prep work/skill development and must remain available to substitute another interpreting assignment, if needed.

Student/Teacher No-shows

Interpreters are expected to wait for a student or teacher 15- minutes for every class hour.  (ie: 15-minutes for a 50-minute class, 20-minutes for an hour-and-15-minute class, etc.).  When a student or instructor does not show for class, the interpreters must call IS within 10-minutes after waiting the allotted time to report the absence and receive reassignment.  Interpreters that do not notify IS will not be paid for the assignment.  If there is no substitute assignment available, or the interpreters are unable to reach IS, they should go to RVS 9152 or designated space on other campuses to do prep/skill development activities until the scheduled class ending time.  Interpreters bill the 2-hour minimum or the scheduled class time plus 30-minutes pre-class administrative time, whichever is greater. Interpreters should not add 30-minutes to the ending time (unless necessary to meet the 2-hour minimum).  If a no-show occurs after hours, the interpreter should leave a message with IS and bill accordingly.

Skill Development

Interpreters who are paid for down time, whether as a regular break in their schedule, class cancellation or student no-show, must report to RVS 9152 or a designated area on other campuses to work on skill development activities, such as: meeting with a mentor/protégé, viewing sign language, deaf culture and topic related videotapes or CDs, studying text books to prepare for classes, or reading appropriate professional literature.
 

An interpreter who declines a substitute assignment from IS during billable time, or when they are on campus, does not use that time to work on skill development activities,  will not be paid for that time. 

Test Days

Interpreters must inform IS when only one interpreter is needed because students are taking a test.  If one of the assigned interpreters is staff, s/he will have first choice to interpret the test dates.  Hourly interpreters who remain available for substitute assignments may only bill if assigned work.  If two hourly interpreters are assigned to the class, IS recommends the interpreters alternate working test dates and notify IS of the agreed upon schedule.

Student Withdrawals

When a student withdraws from a class prior to the end of the semester, the interpreter may bill for one class period following the student’s withdrawal, if the interpreter remains available and accessible for work.

Preparation Time

Interpreters are expected to prepare for assignments as part of their professional responsibility. Videotapes and other skill-building materials, such as class textbooks, are available in IS.  These materials may be checked  out or used on campus.  Fill out appropriate card(s) and return materials to IS within two weeks or at the end of the semester, if borrowing a textbook.

If IS does not have a specific textbook, the instructor or department may have a copy to borrow for the semester. If no textbook is available, see IS for more options.

Preparation time must be approved in advance by IS and preparation activities recorded on the Prep Form. IS can answer specific questions about billing for prep time on the eTimesheet.

Tutoring

Interpreters who have content knowledge and expertise in certain subjects may be asked to tutor deaf students in those subjects.  Interpreters who tutor will be required to submit a Tutor Sheet in addition to their eTime.  Interpreters will be paid for their tutoring time according to their level of certification.

Inclement Weather

ACC does not pay hourly employees, including interpreters, for cancelled classes due to inclement weather, even when the interpreter receives less than 24-hours notice that the college will be closed.

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Submitting Your Timesheet

Online Timesheets

ACC uses an electronic/online timesheet called “eTime”.  All employees, including hourly interpreters, file their timesheets online.  eTime may be inputted from any computer with web access, not just those on ACC campuses; however, in order to access eTime, employees must obtain an ACC email address and password from ACC’s Helpdesk.  To obtain your address and password, call 223-4357 or email: helpdesk@austincc.ed

New employees can schedule individualized training for eTime with IS or access an online introduction at: www.austincc.edu/hr/eTime/etime.htm

ACC provides a pay differential for Hourly Interpreters who work weekdays after 7:00 PM and on the weekends; therefore there are two eTimesheets for each interpreter (Day and Evening/Weekend).  Hours for a class that begins before 7:00 PM and ends after 7:00 PM are split between the two timesheets. For example, a class that runs 6:00-8:40 PM would be inputted.

  ?   5:30-7:00 PM on the Daytime eTimesheet and
        ?   7:00-9:15 PM on the Evening/Weekend eTimesheet.

It is extremely important that hours are inputted on the correct timesheet.

IS will provide interpreters with a list of pay periods indicating the dates on which eTime must be submitted.  If for any reason an interpreter is unable to complete his/her eTimesheet, s/he must notify the IS Supervisor on or before its due date.  Interpreters that do not input their hours or contact the Supervisor by the deadline will not receive a paycheck for that pay period.  If there are any questions or concerns regarding inputting hours correctly and in a timely manner, please contact the IS office.

Assignment Examples

It would be impossible to list every potential assignment scenario, so if you have specific questions regarding billing, call the IS office.  Completed Day and E/W eTimesheets are shown on the following page. 

An interpreter is given the following schedule:

                NRG: 9:00-9:50, 10:35-11:50, 12-1:15 and RVS: 3:20-4:35 and 6:15-8:00      

The normal billing procedure would be:

                Day eTimesheets: 8:30-1:45, 2:45-5, and 5:45-7 pm
                Evening/Weekend eTimesheets: 7-8:30 pm

Example 1:  The 9:00 class is cancelled with more than 24-hour notice.  The interpreter begins billing at 10:00.
Example 2:  The 9:00 class is cancelled with less than 24-hour notice.  The interpreter begins billing at 9:00.
Example 3:  The instructor cancels the 10:35 class with 2-day notice, the interpreter  notifies IS immediately and bills straight
                   through (8:30-1:45), but must remain available on campus to receive a substitute assignment.  An interpreter
                   that is not available, should bill accordingly (8:30-10:30 and 11:30-1:45).
Example 4:  The 3:20 class is cancelled with less than 24-hour notice, but the interpreter has not yet driven to RVS campus. 
                   The two-hour minimum applies, and the interpreter would record 3-5 on eTime.
Example 5:  The evening class ends at 7:15.  The interpreter bills until the scheduled ending time, 8:00.
Example 6:  The evening class ends at 7:45.  The interpreter bills until 8:15.

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Interpreter Absences and Late Arrivals

      If at all possible, Interpreters should call IS for a substitute at least 24 hours in advance.

      When unable to report for a class or assignment on the same day, call IS as soon as possible. If there is no answer, leave a detailed message, then page the IS Supervisor immediately.   Be sure to include your full name, time and location of assignment, and the name of class(es) missed.

      Interpreters should also attempt to inform their interpreting partner of the absence.

      Interpreters should not locate their own substitute unless IS requests they do so or if IS is closed (5 pm—8 am and weekends).  When an interpreter is locating a substitute, s/he should attempt to find someone who has interpreted the class before or holds at least the same certification level and content knowledge.  The absent interpreter must leave a message on IS voice mail with the substitute interpreter’s name.

      More than 3 substitute requests per semester or summer session may result in a reduction in the number of interpreting hours assigned.

      If a substitute interpreter is requested and assigned, and the regular interpreter subsequently becomes available, the regular interpreter may be required to forfeit the assignment to the sub.

      Interpreters are expected to be on time and ideally a few minutes early to their assignments.   IS scheduling may sometimes result in an interpreter regularly arriving late (i.e.: the interpreter must travel between campuses in the middle of his/her assignment).  Interpreters should inform their partner and the instructor of this regular delay at the beginning of the semester.

      Interpreters that are running late due to an emergency should leave a message with IS and call/page the interpreting partner immediately.  If there is no partner, call IS and the Office of Students with Disabilities on the campus where the class is held and ask them to get a message to the teacher and student.

      If your partner is regularly late, and there is no legitimate reason, discuss this with him/her. You need to be able to trust that your partner will be on time.  If the issue cannot be resolved, IS should be informed.

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Classroom Responsibilities

1. Defer to the student.  The deaf or hard of hearing student is taking the class and should therefore control seating and language choices, etc.  On the first day, ask the deaf student his/her preferences.  In some classes it may be more appropriate for the interpreter to stand rather than sit or to transliterate rather than interpret.  Explain your options to the student, but always allow him/her to make the final decision.
    

2. Interpret cultural information.  Interpreting is not just a matter of conveying words, but ideas. The goal of the interpreter is to strive for an equivalent message that includes all pertinent cultural information.
    

3. Determine when to interpret and when to transliterate.  In some classes (such as ESL, Reading, English or Vocabulary), it may be necessary to switch between interpreting and transliterating to accurately convey the purpose of the lesson.   Interpreters should talk with the teacher and student prior to class and resolve any potential language issues that may arise.
    

4. Inform the teacher that sign language is not “English on the hands”.  Many teachers think that interpreters are signing a verbatim translation of what is being spoken and that when an interpreter voices for a student, it is also a verbatim translation.  It is important for the teacher to realize that most of the time what interpreters and deaf students sign is not English.  If not informed of this fact, teachers may have false impressions and unrealistic expectations relating to a student’s English proficiency.
    

5. Hold information when student looks away.   Students may look away from the interpreter for short periods of time to look for a page, take notes, rest their eyes, etc.  Interpreters should hold the information and interpret it (complete or summarized) once eye contact is reestablished with the student.  However, when the student looks away for an extended period of time, or when there is more than one student in the class, the interpreter should resume interpreting as if the student is attending to the information.  If a student regularly looks away, the interpreter may need to negotiate with the student how to best handle the interpretation/summarization.
    

6. Prepare for assignments.   This means the interpreter may need to get handouts from the teacher, read the textbook, get with a student to prepare a presentation, etc. (see Prep Time).
    

7. Ask for clarifications.  When the interpreter does not understand either the teacher or student, the information cannot be interpreted.  The interpreter should first look to his/her partner for assistance and then ask the teacher or student to repeat/clarify.  Clarification can also mean asking teachers to speak up or to write something on the board.
    

8. Inform IS when two interpreters are not needed.   Sometimes a class may require 2 interpreters at the beginning of the semester but after a few weeks only one is needed.  For example, students in computer, art or writing courses often work on projects during class.  In this situation, IS will attempt to reassign one of the interpreters. 
    

9. Exchange contact information with partner.   Interpreters need to exchange phone/pager numbers with partners when the semester begins, so they can get in contact with each other in the event of an emergency. A situation may arise when an interpreter cannot show up or will be late for class, and IS is not available.  The interpreter should call/page IS and leave a message, then call the partner to let him/her know the arrival time, etc. 
    

10. Exchange contact information with students.  When interpreting evening and weekend classes an interpreter may choose but is not required to exchange phone, pager and/or email information with the student(s).  This would save interpreters an unnecessary trip in the event of a class cancellation or student’s absence.  Students could also be informed if an emergency arose that would prevent the interpreter from getting to class.
     

11. Respect the instructor’s authority.  Interpreters should remember that this is the teacher’s class. Even though adjustments may be made to the classroom to meet the needs of the deaf student(s), any changes should be coordinated with the teacher.  If the interpreter has talked with the teacher about accommodations and the teacher is unwilling to make the necessary accommodations, call IS.
     

12. Pagers and Cell Phones.  Interpreters are expected to take care of personal business at times other than when on assignment.  Cellular phones and pagers must be turned on vibrate when in the classroom.  To avoid being distracted while interpreting, the interpreter should take his/her pager off and check it only during breaks.

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Behaviors to Avoid

Do not participate in the class.  Interpreters must not make comments during class, take part in classroom activities, use college-provided services for classes in which they interpret, e.g. have a vehicle repaired, film developed, etc. These and any other services offered by ACC to its employees can be accessed by interpreters, but not as part of the class(es) they interpret. There may be rare instances when an interpreter needs to be more directly involved in order to interpret (eg. Kinesiology classes).  Any questions about what to do or not do should be directed to IS.

Do not interact socially with the students during class. Interpreters should not have conversations with deaf or hearing students during class time. If a hearing student asks about what interpreters do, sign language, etc., the interpreter should let the student know s/he is not able to have conversations during class but could talk before or after class.  When answering questions about interpreting from faculty and other students, the interpreter should keep confidentiality in mind and provide only general information.  Interpreters should be careful when having course related discussions with either deaf or hearing students so as not to influence students’ class work.

Do not serve as the “teacher’s aide.”  i.e. make copies, leave the room to run errands for the teacher, monitor the class when the teacher leaves the room etc.

Do not take notes for students during the interpreting assignment.  The Office of Students with Disabilities is responsible for providing note takers for students.  If a student needs a note taker but does not have one, refer him/her to OSD.

Do not discuss students’ progress or anything about students with anyone except IS or an Office of Student Disabilities Counselor.  Please review what the Interpreter Code of Ethics has to say about confidentiality.

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Team Interpreting

When two or more interpreters work together in a classroom, they are referred to as interpreting “partners” or a “team”.

Purpose

• To prevent interpreters from injuring themselves due to the constant strain of interpreting for long periods of time.

• To ensure accuracy of the interpreted message through checks and balances.

• To provide support and feedback to each other.

Factors to Consider When Team Interpreting

• Be Alert - When not interpreting, the interpreter is not off duty; s/he should be ready to provide support for the team member, e.g. provide a sign/concept or word(s), adjust the lighting, etc.  Be aware of any special signs, spatial arrangements, or abbreviations the partner is using so continuity is maintained at the switch.

• Stay in the Classroom - When not actively interpreting the interpreter should remain in the classroom in case his/her partner needs assistance.  If there is a need to leave the room for any reason, return to the class as soon as possible and do so with minimal disruption to instructor and students.

• Be on Time for Class - Interpreters should always plan to be in class on time and not assume they can arrive late because the partner will be on time.   When interpreters know they will be late for class, they need to inform their partner and IS.  Both interpreters are expected to stay until the class ends.  If an interpreter has to leave early, the actual time  worked should be reflected on eTIme.

• Discuss With Partner How and When to Offer Assistance - Communicate with each other what each team member needs, e.g. How do you indicate when you need a feed?  If you miss important information, how do you want your partner to help you recover? Some interpreters have a longer processing time than others.  If you do, and do not share this with your partner, s/he may assume that you missed information and may interject prematurely.

• Determine When to Change - Decide how long each of you will interpret before switching, e.g. 20 or 30 minutes.  The support position is responsible for watching the clock and letting the active interpreter know it is time to switch.  Remember to wait for your partner to finish the speaker’s thought/point, before moving into position.  Neither interpreter should be signing while the switch is taking place.  The oncoming interpreter should be listening to the speaker and be able to catch up only after s/he has settled into position.

• Sit Where Partners Can Best Work Together - Sit in a position where you can see and be seen by your partner and by the student.  Sitting in a good position means the team interpreter will be able to support his/her partner.

• Provide Feedback - If your partner wants feedback, agree upon the best way to provide it.  Regardless of how it’s provided, be sure to do be objective and constructive: Avoid using, “You did….,” but rather, “I heard the teacher say… and I saw the interpreter sign….”  Remember, we are talking about what was interpreted (i.e. “the work”), not the interpreter.  Include things that were effective as well as choices that were less successful.

• Down Time - When not actively interpreting or providing back-up, interpreters needs to be either sitting quietly or doing something work-related, e.g. preparing for the class or another class, or reading deaf/interpreter-related materials.  Other reading materials are not allowed and conversing/signing with the other interpreter or deaf student(s) is also forbidden unless the discussion pertains to the assignment.

• When Partners Disagree - Talk with each other.  Many times people are unaware there is a problem until it is brought to their attention.  Treat your partner as you would want to be treated.  Contact the IS Supervisor or Lead Interpreter only after trying to resolve the conflict with your partner, if you are not comfortable discussing the issue with your partner, or if there is a breach of the Code of Ethics.  We strongly encourage interpreters to meet with IS as a team or at least let their partner know they will be discussing the issue with IS.  The IS Supervisor and Lead Interpreter will help interpreter(s) brainstorm ways to resolve conflicts while maintaining confidentiality regarding the conversation.

• Respect each other as individuals.  Respect the differences that make each of us unique and learn to work in cooperation with one another.

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Interpreters’ Office

Room 9152 is for Staff and Hourly Sign Language Interpreters.  You are welcome to use this room for skill development, prep-time, phone calls, video-relay, inputting eTimesheets, lunch, or just to relax between classes.  However, we ask that you please abide by the procedures below:

Use of desks, phones and computers:

• Staff interpreters working on departmental projects have first priority.

• Staff interpreters have priority over hourly interpreters.

• When available, hourly interpreters may use the phones or computers to complete eTimesheets and check email.

Use of room:

• Mentorship meetings, videotaping, prep-time, and watching videos for skill development always take precedence over visiting, eating lunch, using the phone, video-relay or computer for personal use.

• Reserve room by filling in calendar on hallway door

• Put “Do Not Disturb” signs on both doors (if necessary).

• For tracking purposes, please fill out the “Room Use Log” on clipboard just inside the hallway door.

• The Microwave is available for all interpreters, however the refrigerator is not since it is so small.  Hourly interpreters may use the large refrigerator in the staff area behind Developmental Studies.

Checking out books, videos and equipment:

• Our extensive library is available for skill development either in the office, library or at home.  To check out books or videos for 2-weeks, please fill out the attached card and file, according to the borrowers last name, in the black box on the bookshelf.  Make sure to return the card to its envelope when you return the item.

• We strongly encourage interpreters to videotape their work as often as possible.  You may check out Interpreter Services’ video camera and tripod for use on campus.  To reserve the camera, fill out the form located on top of the long file cabinet.  The camera and tripod are in the top drawer.  Return the equipment immediately after class.  If your class ends after the offices are closed or takes place over the weekend, return the equipment the morning of the following business day.   Cameras are also available through the Media Centers on all campuses and must be reserved several days in advance.

          Media Centers
Campus      Phone         Room
CYP          223-2036       1029
EVC          223-5113       2202
NRG         223-4736       1203
PIN           223-8143        903
RGC         223-3075        225
RVS          223-6007       1121

Interpreter Services has identified several locations throughout the college where interpreters may return phone calls, answer pages, enter eTime, meet with an interpreting partner, or study related material between classes.  These rooms have been designated for specific use by ACC employees, so we ask that you respect the work environment and keep personal conversations to a minimum.  Contact IS to obtain a list of these locations.   

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Mentoring

It is the goal of IS to assure that students who are deaf or hard-of hearing receive equal access to education by providing them with the most qualified interpreters possible.  In order to facilitate skill development for all interpreters, IS sponsors a Mentorship Program. 

According to RID, “mentoring is a goal-oriented relationship between two interpreters: a mentor and a second individual...who seeks to learn and grow through association with that mentor...The mentor has more experience, skill or knowledge, either of interpreting in general, or of some specific aspect of interpreting.”

 The benefits of the mentorship are not limited to the learner or “Protégé.”  Mentors can also expect to strengthen their own expertise through increased understanding of the interpreting process and analysis of the skills required for a successful interpretation.  Additionally, they will likely feel satisfaction in the knowledge that they are giving back to their profession.

 Interested Mentors

Experienced interpreters who are interested in becoming mentors should notify IS.  They will be required to attend trainings in interpersonal and communication skills as well as interpreting models and feedback strategies.  The trainings will be free of charge and  the college will provide attendees with DHHS CEUs.

 Interested Protégés

Potential protégés will be identified by the IS during the initial Skills Assessment for hire or may be self-identified by the interpreter.  Remember, experienced interpreters may also be Protégés in classes for which they have little background knowledge. Mentors and Protégés will be matched based on their availability and skills.  Communication styles will be taken into account to facilitate establishment of a successful partnership.

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Important Phone Numbers

OSD - www.austincc.edu/osd

Cypress Creek - Rm. 1030
     223-2023/2014 (Voice)
     223-2019 (TTY)

Eastview - Rm. 2113
     223-5159 (V/TTY)

Northridge - Rm. 1120
     223-4725 (Voice)
     223-4726 (V/TTY)

Pinnacle - Rm. 221
     223-8300 (Voice)
     223-8067 (TTY)

Rio Grande - Annex 155
     223-3142/3143 (Voice)
     223-3061 (TTY)

Riverside - Rm. 8131
     223-6244 (Voice)
     223-6252 (TTY)

Campus Police

Cypress Creek - Rm. 1027
     223-2008

Eastview - Rm. 2103
     223-5120

HBC - Rm. 111
     223-7999

Northridge - Rm. 1103
     223-4718

Pinnacle - Rm. 112
     223-8014

Rio Grande - Rm. 102
     223-3007

Riverside - Rm. 2238
     223-6056

Human Resources - www.austincc.edu/hr

Benefits - 223-7617 or 7800
Employment - 223-7534 or 7573
Records - 223-7573

Additional Websites

Homepage - www.austincc.edu
Interpreter Services - www.austincc.edu/interp
eTime - www.austincc.edu/hr/eTime/etime

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Repetitive Motion Injuries (RMIs)

Interpreters are required to immediately report any injury, interpreting related or otherwise, to the Campus Police where the injury occurred and then inform IS.

Interpreters experiencing any interpreting related pain (not an injury) should immediately inform IS so we can discuss what, if anything, can be done to prevent aggravating the situation.   You are a valued employee, and we want to see you stay healthy.  ACC will make any reasonable effort to provide safe working conditions; however, the interpreter is ultimately responsible for taking steps to prevent RMI.  Some possible steps are to perform warm-up exercises prior to interpreting, stop interpreting when physically fatigued and not overextend oneself.

IS will make every attempt to place 2 interpreters in courses that require them.  There may be times when only one interpreter is in a class that should have 2 (due to interpreter shortage or when there is no time to get a substitute for an absent partner). As a general rule, interpreters are not expected to work more than an hour without a break.  Breaks should be no less than 10 minutes but no more than 20 minutes.  Interpreters are expected to use their own judgment as to whether and when to take a break.

Talk with the teacher and student about your need for a break.  Ask the teacher whether a break can be structured into the class so that the deaf student does not lose any course content.  If you need a break and the teacher cannot stop his lecture, then the student may need to rely on a note taker.  Make sure the students know they are responsible for requesting a note taker, if they do not already have one assigned for that class.

At the beginning of the semester, the IS Supervisor will inform interpreters of any courses that do not yet have assigned partners.  IS will also send a memo to teachers asking for cooperation in scheduling breaks and making sure all information is available to the deaf student.  On the first day of class, the interpreter should check with the teacher to see if s/he received the memo and to discuss how best to handle the situation until an interpreter partner is provided.

For more information and exercises visit:
http://www.s-sc.com/risk.htm
http://www.lifeoptions.org/exercise/toc.html

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RMI Prevention Hints

• Always warm up prior to interpreting; never interpret when your hands are cold.

• Know your stress indicators.

• Avoid sitting under air condition vents or in drafts.

• Before going into a challenging or stressful assignment, try guided imagery, relaxation exercises or meditation.

• If you feel stress or tension during an assignment, try taking several deep cleansing breaths.

• After a full day of interpreting, cool down.

• After sitting for a long time your blood pools, causing your shoulder and neck muscles to tense up.  When you get up, stretch out to cool down.

• Change positions while interpreting: When standing, cradle your hands, put hands in pockets, shake out your hands, or quickly massage hands and arms.  When sitting, drop arms to your side, massage hands, or rest them in your lap.

• Make sure your hobbies are not a possible cause of injury, e.g. knitting, writing, piano, needlepoint.

• Know your limitations; don’t do more than you can physically tolerate.

• Check your chairs to be sure of good posture.

• Squeeze tennis balls or putty.

• Work on increasing upper body strength.

• Maintain good general health.  Don’t exercise when you are in pain—you may cause further damage.

−Compiled by Gary R. Sanderson−

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Frequently Asked Questions

How long should I wait for a student?

• On the first day of class the interpreter will wait the entire class period for the student to appear.

• After the first day of class the interpreter will wait 15-minutes for each class hour.  Interpreters should wait outside the classroom.

How are classes assigned?

• Interpreters will be assigned to classes on the basis of skill level, student preferences, interpreter experience, and assignment availability.  The interpreter has the right to accept or decline an assignment and is encouraged to be hone