Florida Code of Ethics (Page 2)

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Florida Code of Ethics for Educational Interpreters

»		Interpreters/Transliterators shall function in a manner appropriate to the situation. Guidelines: In the educational setting, it is vital that the interpreters/transliterators conduct themselves in a professional manner reflective of the other professionals working in the schools. The interpreter/transliterator should seek the respect of the students and other school professionals and should at all times display professional conduct and modes of dress. The interpreter/transliterator should wear clothing befitting the interpreting situation, which is in contrast to skin tones, and which is not distracting to the conveyance of the signed message. The interpreter's personal conduct should demonstrate willingness to be part of the educational team and should display behaviors, which are cooperative and supportive in spirit. The interpreter/transliterator should not allow themselves to be placed in an adversarial role, and should resolve controversial issues as cooperating member of the team.
»		Interpreters/Transliterators shall accept the same responsibility and authority as other members of the educational staff. They will abide by and enforce federal, state, school district and individual school laws and rules. Guidelines: As school district employees, interpreters/transliterators must assume the responsibility of knowing and enforcing governmental and school laws. As a working member of the educational team, the interpreter/transliterator is not exempt from the codes and policies established by the educational agency. Participation as an educational team member requires that interpreters/transliterators help enforce these rules and report infringements of laws, rules and codes to the appropriate authority. Students should be informed that violation of laws and rules will be reported to appropriate authorities.
»		Interpreters/Transliterators shall strive to further knowledge and skills through participation in workshops, professional meetings, and interaction with professional colleagues and reading of current literature in the field. Guidelines: Interpreters/transliterators in the educational setting should assume personal responsibility for the improvement of their skills. Though School systems may offer some inservice training; the burden of skill improvement rests primarily with the interpreters themselves. School systems often have limited funds and are not willing to pay travel expenses or tuition costs for extending training. Interpreters/transliterators should recognize that this is the case and that they may have to rely on the use of personal resources for professional development.
»		Interpreters/Transliterators are encouraged to hold membership in local, state and national interpreting organizations, and should strive to maintain high professional standards in compliance with the educational interpreter code of ethics. Guidelines: Interpreters/transliterators in the educational setting should consider themselves as important members of the interpreting community. As such they should obtain membership in interpreting organizations at all levels and should actively participate in the functioning of the organization and the structuring of its goals to meet the needs of the educational interpreters/transliterators.