American Sign Language (ASL) Interpreter

American Sign Language (ASL) Interpreter Hemenway Elementary School

The American Sign Language (ASL) Interpreter is responsible for facilitating communication between Framingham Public Schools students, parents/guardians, and school staff. This role ensures the protection of educational rights for families and their children by providing high-quality interpreting services on an as-needed basis. By fostering a secure and inclusive environment, this professional ensures that the school remains a focused space for learning and growth. This commitment aligns with Framingham Public Schools' high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups within the schools.

Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community's rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.

Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.

A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.

Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.

American Sign Language (ASL) Certification preferred.

Educational Requirement: High School Diploma or equivalent required; Associate's or Bachelor's degree preferred.

Professional Experience: Previous experience in an educational setting is preferred.

Language Proficiency: Bilingual proficiency in Spanish and/or Portuguese is preferred.

To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:

• Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community.
• Problem Solving: Sound reasoning and problem-solving skills to evaluate communication needs, identify potential barriers to access, and recommend appropriate linguistic accommodations or courses of action.
• Social-Emotional Learning (SEL): Proficiency in integrating SEL frameworks into daily student interactions to support the "whole child," fostering a safe, inclusive, and trauma-informed environment for students who are Deaf or Hard of Hearing.
• Restorative Practices: Ability to utilize restorative justice and conflict transformation techniques to redirect student behavior, manage common-area conduct, and resolve peer conflicts constructively.
• Technical Literacy: Ability to read, analyze, and interpret Individualized Education Programs (IEPs), specialized curriculum materials, and district regulations to inform instructional support and emergency response planning.
• Relationship Building & Collaboration: Ability to establish and maintain positive, effective working relationships with school leaders, faculty, students, and community partners to ensure a unified approach to student success.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
• Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
• Organization & Time Management: Strong organizational skills to work independently. Ability to manage complex schedules, prepare for diverse subject matter, and maintain accurate communication logs without compromising accuracy.
• Technology Proficiency: Ability to operate a computer and related software, including Google Workspace and assistive listening or communication technologies.
• Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.
• Linguistic Adaptability: Ability to "code-switch" between Formal ASL, Pidgin Signed English (PSE), and Conceptually Accurate Signed English (CASE) based on the specific linguistic needs and developmental level of the student.
• Curriculum Preparation: Ability to proactively research and develop signs for technical academic vocabulary (e.g., specific scientific processes, mathematical theorems, or literary devices) to ensure the student has equal access to complex concepts.
• Environmental Awareness: Ability to provide "environmental shadowing," ensuring the student is aware of auditory social cues, background conversations, and emotional tones that contribute to the "hidden curriculum" of a school day.

The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.

• Facilitate communication between the student, teachers, and peers during lectures, small group work, and classroom discussions.

• Interpret non-spoken information, such as intercom announcements, fire drills, and incidental classroom chatter.

• Collaborate with General Education teachers to prepare specialized vocabulary in advance.

• Support student social-emotional growth by interpreting peer-to-peer interactions during recess, lunch, and transitions.

• Provide feedback on student communication progress during Individualized Education Program (IEP) meetings as requested.

• Maintain professional conduct in alignment with EIPA guidelines.

• Ensure clear communication between parents/guardians and school staff during meetings or school events.

Other duties as assigned by the Principal.

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds to accompany students to various instructional settings. Must be able to respond immediately to student needs or emergency situations, which may require moving at an accelerated pace across campus or uneven outdoor terrain.
• Stationary Vigilance: Often remains in a stationary position for considerable periods of time while interpreting during classroom lessons, long presentations, or administrative meetings.
• Sensory Requirements: Must be able to see and hear continuously to ensure student safety and accurate communication. This includes the ability to maintain prolonged visual focus on students/speakers and sustain high levels of auditory attention to capture complex dialogue in real-time.
• Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and through American Sign Language.
• Manual Dexterity & Technology: Frequent and expressive use of hands, wrists, and arms to facilitate communication. Must be able to operate a computer, input data into digital logs, and utilize assistive listening or communication technologies.
• General Physical Strength: Ability to lift, move, and position instructional materials (up to 20-30 lbs). Must have the capacity to safely support students in the event of medical emergencies or building evacuations utilizing district-approved safety protocols.
• Working Environment: Must be able to adapt to dynamic, higher-noise school environments (cafeterias, gymnasiums, hallways). Ability to work in various outdoor weather conditions during recess, field trips, or transition supervision.
• Interaction & Focus: Must interact routinely with diverse stakeholders and maintain intense mental and visual focus on interpreting tasks despite frequent classroom interruptions or environmental distractions.
• Behavioral De-escalation & Resilience: Capacity to remain calm and professional when interpreting in high-stakes emotional meetings or during student behavioral challenges; ability to model and apply restorative de-escalation techniques through interpreted dialogue.

Reports To

• Building Principal (and/or designee)
• The performance of this job will be evaluated as per the Framingham School Committee Contract.

FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION