Systems & Collaboration - 431 Specs

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Create Systems & Collaboration page

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Page Heading:

Add "Systems & Collaboration"

Body Headings:

Add secondary & tertiary headings

• "Classroom Teachers"
  • "Instructional Assessment" (tertiary heading)
• "Students & Families"
  • "Student Autonomy & Confidence - Recommendations"
  • "Working & Learning Environments - Advocacy"
  • "Respecting Families"
  • "Boundaries"
• "School System"
• "Overarching Reflection"
• "References"

Page Body:

Add page introduction

• "This Systems & Collaboration webpage demonstrates my knowledge of and ability to respectfully collaborate with the educational team (C2) using my knowledge of educational theories and practices (C4) to effectively work within the school system. Collaboration with the educational team requires knowing other team members’ roles / responsibilities and contributions to the team (C2). Further, as an individual, I must be aware of my own positionality and bias (C7) and how these may impact my interactions with the team. Finally, the goal of the educational team is student success and empowerment (C7); therefore, I must be aware of appropriate ways to advocate for working and learning environments (C9), while also following social and workplace norms. "

Add SIS Competencies

• "SIS Competency 2: Demonstrate the ability to respectfully collaborate in public schools with the educational team in relationship to the role, responsibilities, and contributions of each member of the team."
• "SIS Competency 4: Recognize implemented educational theories and practices and appropriately manage interpreting services in a manner that aligns with the educational team member's efforts and ultimately supports the students."
• "SIS Competency 7: Recognize one’s own biases and the potential impacts on the integrity and quality of the interpreting services and on the relationship with other members of the educational team, including students and their families."
• "SIS Competency 9: Advocate respectfully for working and learning environments that result in conditions that foster student success and empowerment."

Page Reference:

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Page Comment:

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 Adding Wix Comments:

Click Add App > Search for Comments > Add Wix Comments by Wix > Add to bottom of page

Page Body:

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The educational team is made up of...[explain in your own words.] This webpage includes a demonstration of my competence within Systems & Collaboration through….[Add introductory paragraph highlighting all the content of this page.]

Under the secondary headings in the body for "Classroom Teachers:"

• Add introduction of the role and responsibilities of the Classroom Teacher on the educational team
• Draw from Module 2, Week 5-7 activities and discussion boards

Under the secondary headings in the body for "Instructional Assessment:"

• Add introduction of your Instructional Assessment
  • Explain what the Instructional Assessment is and the two artifacts you created (reference assignment description as needed)
• Add artifacts - Instructional Assessment video & PowerPoint
• Add additional information about this artifact that you feel is relevant for / to site visitors

Under the secondary headings in the body for "Students & Families:"

• Add introduction of the role and responsibilities of the student and their families on the educational team
• Draw from Module 1, Week 4 course material and activities 

Under the tertiary headings in the body for "Respecting Families:"

• Add introduction of why school interpreters need to respect families of DHH students
• Draw from Module 1, Week 4 course material and activities

Under the tertiary headings in the body for "Boundaries:"

• Add introduction of why school interpreters need healthy boundaries with DHH students and their families
• Draw from Module 1, Week 4 activities and discussion boards about Myers Briggs

Under the secondary headings in the body for "School Systems:"

• Add introduction of your state's "standards" and provide link
• Draw from Module 3, Week 11 activities and discussion boards

Page Reflection:

Under the tertiary headings for "Instructional Assessment:"

• Explain how this artifact demonstrates the associated SIS Competencies and how it contributes to your work as a school interpreter

Under the tertiary headings for "Student Autonomy & Confidence - Recommendations:"

• Explain why student autonomy and confidence is important to the student, their family, and the school interpreter
• Provide 3 recommendations that will help you as the school interpreter support student autonomy and confidence
  • Explain relevant short-term and long-term outcomes for each recommendation.
  • Explain how these recommendations demonstrates the associated SIS Competencies and how it contributes to your work as a school interpreter

Under the tertiary headings for "Respecting Families:"

• Identify 3 ways you can demonstrate respect for families, explain how respect is given through your actions, and describe how you will know your actions were found respectful by families 
  • Explain relevant short-term and long-term outcomes for giving respect to families
  • Explain how respecting families demonstrate the associated SIS Competencies and how it contributes to your work as a school interpreter
• Identify where you can go for guidance on interacting with families of students
  • Explain why seeking guidance from your identified sources is appropriate and reliable

Under the tertiary headings for "Boundaries:"

• Identify areas of strength and struggles you may have when creating boundaries with students and parents
  • Use your Myers Briggs results
  • Explain why these areas exist and how you might leverage or manage natural tendencies you have personally
  • Consider various factors (e.g., age, gender, background, upbringing, etc.) influencing your natural tendencies and how they benefit or challenge workplace boundaries
• Explain how boundaries demonstrate the associated SIS Competencies and how it contributes to your work as a school interpreter
• Identify where you can go for guidance on boundaries with students and their families
  • Explain why seeking guidance from your identified sources is appropriate and reliable

Under the secondary headings for "School System:"

• Discuss how state standards inform the school system and it's practices
• Explain why it is important for school interpreters to understand the connection between the standards and the practices
• Explain how these standards inform the school interpreter's practice
  • Provide illustrative examples
  • Explain how knowledge of systems and standards demonstrate the associated SIS Competencies and how it contributes to your work as a school interpreter

Under the secondary headings for "Overarching Reflection:"

• Explain what you learn about yourself as both a person and a professional by creating, revising, and compiling the content of this webpage. Where are your strengths and how will these strengths benefit you in your school interpreting work? Where are your shortcoming and how will these shortcomings challenge you in your work? How have you grown in the stated SIS Competencies? Who and what contributed the most to this learning and in what ways? Where do you go from here both in the short- and long-term?

If you have received peer or instructor feedback on this webpage or it's artifacts:

• Summarize the feedback. Explain how the feedback impacts the webpage / artifacts and, ultimately, your possession of the stated SIS Competencies, your journey in school interpreting, and your employability and professional brand as a school interpreter.
  
  
• Outline steps you have taken and/or steps you need to take (and when) to make this a showcase webpage / artifacts.

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