Florida Code of Ethics

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Florida Code of Ethics for Educational Interpreters

»		Interpreters/Transliterators may discuss assignment-related information only with other teachers and supervisors who are directly responsible for the educational program of the deaf/Hard of Hearing children for whom the interpreter interpreters/transliterates. Guidelines: Interpreters/transliterators at the elementary and secondary levels are often assuming the primary role of interpreter and tutor. In this capacity the interpreter/transliterator functions as a support service provider on the educational team who answers directly to the teachers who are responsible for the child's functioning in the interpreting situation on a regular basis with the supervising teachers and/or designated administration.
»		Interpreters/Transliterators shall render the message faithfully, always conveying the content and spirit of the speaker, using language most readily understood by the person(s) whom they serve. Guidelines: It is the interpreters'/transliterators' responsibility to transmit the message as it was intended. Short clarifications of presented material may be done throughout the presentation; but if explanation is required, this should be done at a later time, by the classroom teacher or the interpreter/transliterator. When interpreting/transliterating from spoken English to sign, the educational Interpreter will communicate in the manner most easily understood by the student(s). When working from sign to spoken language, the interpreter will speak the language used by the hearing person.
»		Under the direction of the subject area teacher, the interpreter/transliterator may tutor deaf/hard of hearing students and assist them to better comprehend the presented material. The interpreter should direct students to an appropriate person for the advice they seek. Guidelines: In the educational setting the interpreter often assumes the dual role of interpreter/tutor. The interpreter is to interpret the message faithfully during the actual interpreted sessions but she/he may tutor and assist after the interpreting sessions have been completed. Exactly what is to be done and how tutoring is to occur will be at the discretion of the classroom teacher. The interpreter/transliterator will direct their activities depending on the classroom teacher's directions and the teaching materials the teacher provides the interpreter to use while tutoring. The interpreter will not be required to devise teaching materials or follow-up activities for deaf/hard of hearing students without input from the classroom teacher.
»		Interpreters/Transliterators in the educational setting shall accept employment for which they are qualified, based on their certification level on the RID evaluation, QA screening or the Florida Educational Evaluation.
»		Interpreters/Transliterators shall request compensation for services in a professional and judicious manner, according tot he level of certification achieved on the RID evaluation, QA Screenings or the Florida Educational Interpreter Evaluation. Guidelines: School districts are encouraged to establish salary schedules for educational interpreters/transliterators based on their achieved certification levels on the RID Evaluation, QA Screening or the Florida Educational Interpreter Evaluation. Salary increments should be built into these schedules based on years of service and higher certification levels achieved.