Important Dates

• Jan 14 .................... Classes Begin
• Jan 21 .................... Martin Luther King Holiday (College Closed)
• March 10-16 .............Spring Break(College Closed)

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Timesheet/Pay Dates (2007-2008)
 

* For November 21, 2007 payroll, time must be estimated for November 9-10 and timesheets submitted on November 9. Make adjustments on amended paper timesheet, to be paid next pay period.
** For December 14, 2007 payroll, time must be estimated for December 4-8, and timesheets submitted on December 4. Make adjustments on amended paper timesheet, to be paid next pay period.
*** Estimate time through December 22, 2007. Submit timesheets by December 14. Make adjustments on amended paper timesheet, to be paid next pay period.
**** Estimate time through March 1, 2008 and submit timesheets on February 26, 2008. Make adjustments on amended paper timesheet, to be paid next pay period.
† Note: Early ACCeTimesheet submission dates.
Winter Break is December 24, 2007 - January 2, 2008. Spring Break is March 10-14, 2008.
NOTE: Payroll documents received after the scheduled dates will be processed for payment on the next appropriate payroll.

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Campus Locations

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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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 constant interpreting for long periods of time. To ensure accuracy of the interpreted message through checks and balances. To provide support for 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. 

• Agree on frequently used signs – Many classes have subject specific vocabulary, and both partners should use the same sign(s) to communicate that vocabulary.  It is important to include the deaf student in your discussions about sign choices.

• 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 and stay until class ends – Interpreters should always plan to be in class on time and not assume they can arrive late because their partners will be on time.   When an interpreter knows s/he will be late for class, s/he needs to inform her/his partner and Interpreter Services (223-6151).  Both interpreters are expected to stay until the class end.  If an interpreter has to leave early, the correct time should be reflected on the timesheet.

• Discuss with partner how and when to offer assistance – Communicate with each other what each of you needs. How do you indicate that 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 you have missed information and 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 how this will be done.  Regardless of how it’s done, be sure to do it in a constructive manner.  When giving feedback, avoid using, “You did….”.  Using “you” makes it too personal.  Remember, we are talking about what was interpreted (i.e. “the work”), not the interpreter.  Include things that worked as well as choices that were less successful.

• Down time – When not interpreting or providing back-up, the interpreter 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 forbidden unless the discussion pertains to the assignment.

• When partners disagree – Talk with each other.  Many times people are unaware there may be a problem until it is brought to their attention, e.g. breach of code of ethics.  Treat your partner as you would want to be treated.  If you cannot reach agreement, or don’t feel comfortable discussing something with your partner, then speak with Interpreter Services.

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

Remember, the TEAM is responsible for the interpretation!

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Interpreter Code of Ethics

Interpreters employed by Austin Community College will abide by the code of ethics issued by the Registry of Interpreters for the Deaf (RID).  RID has set forth the following principles of ethical behavior to protect and guide the interpreters, the consumers and the profession (shown in bold).  Below the principle is an explanation which defines “Best Practices” for Interpreters in the post-secondary setting (shown 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 a 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); If s/he is able to meet the communication needs of the student(s); and If s/he is able 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 submitting 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, the 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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Interpreter Certification

For those wanting to become certified within the state of Texas there are 2 options.

1. Take the exam offered by the Texas Commission for the Deaf and Hard of Hearing. or 
2. Take the exam offered by the national  organization, Registry of Interpreters for the Deaf (RID).  

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Job Opportunities

ACC hires Hourly and Staff Interpreters.   Hourly interpreter positions are not posted.  If an interpreter is interested in working on an hourly basis, s/he needs to contact the Sign Language Interpreter Services Supervisor, John Aintablian at 223-6151 or aint@austincc.edu. 

Staff interpreter positions do come open from time to time.  If an interpreter is interested in a Staff Interpreter position, s/he can either check the ACC Employment web site and click on "Non-Faculty" or contact the John for more information.

Hourly Pay Rates vary according to certification.  ACC pays a differential for day and evening/weekend.  Please contact the Sign Language Interpreter Services Supervisor for more information.

The ACC Employment web site is:  http://ella.austincc.edu/hr/employ.htm

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