Domain 5:
Professionalism
This cluster of competencies is associated with professional standards and practices. Click a button below to jump to a different domain.
An outline of a feminine presenting person
signs PROFESSION.
Through engaging with Domain 5, I have developed a deeper understanding of professionalism not as a set of rules to follow, but as an active, ongoing commitment to the field and the people it serves. Interpreting is a relatively young profession; the Registry of Interpreters for the Deaf (RID), our primary certifying body, was only established in 1964. Prior to that, most interpreting was performed by volunteers, friends, or family members of Deaf and hard of hearing individuals, often without formal training or any recognition of interpreting as specialized work. The establishment of RID marked a turning point, the first formal acknowledgment that interpreting requires expertise, accountability, and professional standards.
Even with that recognition, interpreters have continued to advocate for being treated as professionals, and much of that progress has been made through consistent adherence to NAD-RID's Code of Professional Conduct (CPC) and a sustained commitment to ethical, competent practice. Understanding this history has shaped how I approach my own entry into the field. Professionalism is not something the field achieved once and retained; it is something each practitioner must actively uphold.
As I prepare to step into practice, I recognize that my conduct, my ethical decision-making, and my engagement with the broader professional community all reflect on the field as a whole. I do not approach these competencies as formalities, but as expressions of my respect for the profession, my colleagues, and the consumers I will serve. Below is a summary of the domain and artifacts that demonstrate proficiency in professionalism.
Domain #5 Essay
Competency 5.1 - Professional Development Plan
Demonstrate a commitment to career-long learning and critical self-assessment by creating an on-going professional action plan.
Becoming an interpreter does not end at graduation. It begins there. This Post-Graduation Professional Development Plan represents my commitment to continued growth across all five Entry-to-Practice Domains as I transition from student to working professional. Throughout my program, I have developed a clearer picture of both my strengths and the areas where I have the most room to grow. This plan is an honest reflection of that self-assessment, and a practical guide for the year ahead.
In addition to these goals, I will be working with the Preparing School Interpreters (PSI) Project to complete the Bridge Activities for Professional Development. The goal of these activities is to support my continued development beyond graduation as I transition into the field. There are a number of resources that I will be taking part in, but two that I am especially looking forward to include the OSEP Scholar ShareShop at the National Association of Interpreters in Education conference in July 2026 and the Induction-Mentorship Experience that will begin in August 2026. For more information on these activities, please see my PSI Project capstone Professional Development page here.
The goals outlined above are not arbitrary. They are rooted in the work I have done throughout my capstone, including the products I analyzed, the competencies I reflected on, and the patterns I noticed in my own interpreting. Each goal represents a genuine next step, not a checkbox. I expect this plan to evolve as I gain experience in the field, encounter new challenges, and continue to learn from the Deaf community, my colleagues, and my own practice.
What's Next?
My most immediate focus is to complete the EIPA at the end of May 2026 and retake the BEI Basic by the end of the year. I want to begin my career in school interpreting, as it's the setting I'm most drawn to and where I see the most opportunity for meaningful work. The PSI Project has been instrumental in preparing me for this path, and stepping into a school interpreting role feels like a natural next step in putting that preparation into practice.
Looking further ahead, grad school is on my radar. Specifically, I'm interested in researching ways to educate and support new interpreters entering the field. The lack of a structured community for new interpreters in my area is something I have felt personally, and I want to do something about it beyond just building something local. Eventually, I'd like to contribute to that conversation at a research level and help shape how the field supports the next generation of interpreters.
Demonstrate planning skills in preparing for assignments and flexibility in adapting to changes that arise during assignments.
To demonstrate this competency, I will include preparation materials from an assignment in my final semester, which show the depth of planning I bring to an interpreted engagement when resources are available in advance. Because the scenario was fictional, I can also discuss my consumer considerations more openly than I could with a real assignment. However, preparation is only half of 5.2. The other half is what happens when conditions shift. The reflection that follows draws from my internship, where I frequently had to adapt in real time with little or no advance information, and where I learned that flexibility is not the absence of preparation but a skill in its own right.
North Penn High School Class of 2021 Graduation Ceremony Prep
In this scenario, I have been chosen, along with a team, to interpret the graduation ceremony for the North Penn High School Class of 2021. My team and I have met to discuss the ceremony logistics and split up interpreting duties. The outline for the ceremony is as follows:
Procession –
Administrators, Teachers, and Students Enter
National Anthem –
NPHS Senior Chorus Members
Greetings - Principal’s Welcome –
Dr. Wanda Lewis-Campbell
Valedictorian – Class of 2021 –
Kaelan Donahue
School Band highlighting Graduating Seniors -
See You Again, arranged by Johnnie Vinson (1:15)
Salutatorian – Class of 2021 -
Zara Thompson
Guest Speaker –
Alex Banayan
Presentation of Diplomas –
Dr. Lewis-Campbell hands the diplomas,
Mr. James Fitz and Ms. Heather Diaz read the students’ names
Finalities –
Principal’s Farewell
Procession -
Administrators, Teachers, and Students Exit
My team and I decided I would serve as the "on" interpreter for the first half, through the end of Zara's speech. Prior to the ceremony, I was given access to notes from the speakers that I would be interpreting for from the Lead Interpreter of the school. A document with copies of those emails can be seen below.
After looking through these outlines, I began to reactivate my schema around what graduation ceremonies are like. My teacher for the course provided us with an example of an interpretation of a commencement speech by a Deaf man named Wink, available here. While it is important to note that Wink did not interpret this speech simultaneously, and he did have time to consider the language choices he was making without the pressure of a live interpretation, it still serves as a beautiful example of tone, register, affect, and overall meaning transfer that I knew I wanted to strive for in my own interpretation. Watching Deaf interpreters or Deaf ASL users discuss topics or manage settings that I am about to interpret has consistently been one of my most-used strategies for preparation. It helps me think more visually and surfaces vocabulary or signs better suited to the register of the upcoming assignment.
Specifically related to Wink's interpretation, it reminded me of the impact of sweeping signs when addressing a crowd. One of the very first signs he uses is a sweeping thank you. This was not something I would have instinctively reached for, but after reviewing the speakers' notes and seeing the tone they were going for, I knew it would fit. He was also masterful at dropping English form, which I knew would be more challenging for me as a hearing interpreter working simultaneously. But seeing his choices reminded me of the power of facial expressions, classifiers, and the use of space, which are all rich features of ASL. In my practice leading up to the ceremony, I focused on incorporating these features as much as possible so they would feel more instinctive in the moment.
To continue preparing to render parts of the ceremony into ASL, I used a modified version of the Ten-Step Discourse Analysis Process as discussed by Witter-Merithew (2002). The steps I find particularly helpful when I am unable to view the source messages in advance are modified versions of the retell steps. In this case, I used the outlines provided by the speakers to read or sign through them and predict what they might sound and look like in the source language. Then, I used the same outlines to complete a retell in the target language. For the speeches in spoken English, this looked like sight translating the emails I had received from the speakers. For the speech in ASL, I read it aloud in English to engage with the content before visualizing how I might render it. These retells help me identify vocabulary gaps and develop linguistic flexibility before the event. I do not use this stage of preparation to rehearse to the point of memorization, but to think through possible lexical choices and predict the avenues the discourse could take.
It was at this point that I was also allowed to watch Zara sign her speech in practice once. Before we accessed the video, my teacher told us that the student would be difficult to understand. Watching it, I understood immediately what she meant. The way the video was recorded was slightly awkward, which made it difficult to see what she was saying at times. My teacher reminded us that it was most important to remain calm and to do our best to remain faithful to the intent she had discussed in the email. In a situation where we would not be able to stop the presenter to ask for clarification, the priority of an interpreter must shift to maintaining fluidity of the message, composure, and making sure that the intent and affect of the presenter is intact, even if we are unable to see every single sign clearly. This is a challenge for me, as I continue to manage perfectionism. It was a moment when I recognized that I might need to rely on my schema of graduation speeches to shape the message, more than what I could see, in order to create a cohesive interpretation that accurately represents Zara as an educated and competent presenter.
In reviewing Zara's email, one important note that stuck with me was that she wanted her speech to sound like it was truly coming from her 18-year-old self, rather than sounding like an adult interpreter. This underscored the importance of using vocabulary and tone that fit Zara, so I spent some extra time during my prep observing how teenagers' language shifts in a formal presentation context. While I had been spending time with teenagers in classroom settings, I knew a formal presentation would call for a different register. I used recorded valedictorian speeches online to help me build my schema for the tone, pacing, and vocabulary. To view the materials I observed, please view the YouTube playlist here. Some of the speeches also included ASL interpretation, which further supported my preparation.
Other considerations for the ceremony included how to approach the National Anthem. While it is a frozen text in English, it is widely known for having many distinct and celebrated ASL interpretations. As a hearing interpreter who deeply values the renditions from Deaf performers at the Super Bowl each year, approaching this text felt intimidating. Because it is such a well-recorded piece, I had many recordings to draw from and drew inspiration from several of them. I did not copy any single interpretation, but used what I observed to develop one that felt authentic to my own signing style and appropriate for the ceremony environment. Some examples, particularly the Super Bowl performances, were more theatrical in their use of depiction. While impressive, they were not quite the right fit for a commencement ceremony. For examples of the recordings I watched, please see the playlist of reference videos here.
Aside from the prep outlined above, I did some additional practice with the retells based on the information in the emails and what I could recall from my single viewing of Zara's speech. I spent considerable time practicing the National Anthem to make it fluid and confident. I had never interpreted it before, and because it was a frozen English text, I wanted to prepare it well.
After completing the interpretation, which can be seen on my Domain 4 page here, I feel that the preparation that I did was effective. When I am given the opportunity to prepare in advance, I balance becoming familiar with the material against the risk of overpreparing. Earlier in the program, I would overprepare. Overpreparing made it difficult to stay flexible because I anticipated where the discourse should go rather than remaining open to where it actually went. After some trial and error, I have developed a sense of where that line is for me, and I can gauge how much prep is enough.
Going into this interpretation, especially since I was given what seemed like a full script for the valedictorian's speech, I knew that I did not want to overprepare. I could have memorized the full valedictorian's speech, but I made the conscious choice not to, and in the end, I think that was the right choice. For the entire chunk of the ceremony I was responsible for, I had a thorough understanding of the concepts, and it served me well during the actual interpretation. During the parts of Zara's speech I could not quite make out, I could rely on my knowledge of her outline and on other examples of speeches to help fill in the gaps. This gave me vocabulary to rely on, which helped me craft a message that sounded more natural than it would have without preparation.
Overall, this interpretation serves as a reminder of the importance of taking advantage of every opportunity to prepare. Doing so reduced some of the demands I experienced during the interpretation, a connection I explore further on my Domain 4 page, linked above.
Real World Prep Experiences
While the ASLEI program has emphasized the importance of preparation before an interpreted assignment, during my internship, I learned that, in the real world, interpreters are not always given materials or information to prepare with. For my internship, I was placed with an agency in school settings, so I was with different students almost every day. Because the interpreters I was placed with worked as contractors, they did not have access to class materials as a staff interpreter would. The interpreters I was with also changed classes frequently. For example, in a high school, a staff interpreter may have access to the learning software and be able to view PowerPoint presentations and lesson plans for the week, privileges that contractors did not have. Additionally, since the interpreters I was with had shifting schedules, we had limited opportunity to track class activities from day to day. For example, we may have gone to chemistry class on Tuesday one week, but did not return until the following Thursday, unaware of how much progress had been made in that time.
Making this shift was uncomfortable at first, and I am still working on it. As a new practitioner, this can be overwhelming at times because I am still building schema and working vocabulary. During my internship, walking into a classroom with only the class name, without any other information, changed my approach as the interpreter. I learned strategies for these situations that gave me information I could use to start preparing the minute I walked into the classroom, before the lesson began.
For example, the first time I found myself in a high school algebra class, I did not know what the lesson would be. I did not know what they had already been talking about, the teacher's discourse patterns, or much about the student I would be working with. When I walked into the classroom, I immediately started observing my surroundings for clues about the day's topic. Sometimes the teacher writes the lesson goals on the board or has something waiting for students to look at. I would look at any posters on the walls to orient myself with the environment and the information the teacher found important enough to display. As I took in this information, I thought about how I would interpret these terms or concepts. At the same time, I kept an ear out for the teacher's discourse patterns as students engaged in conversation with them, which also provided insight into what the class would entail. All of this was happening as I checked in with the Deaf or hard of hearing student, got into position, and, depending on what the lesson seemed like, asked them if they had any signs established. Most of these things happened within a moment or two. These are strategies I will continue to use in my practice when little information is available in advance.
My internship also showed me that interpreters may be told that one lesson is going to happen, but it could go in a completely different direction than anticipated. This is a time when it is important to remain flexible and truly stay in the moment, tracking what is actually happening rather than what had been anticipated. These experiences at my internship have also reminded me that, as a new practitioner, I must continue to build schema so that more and more environments and experiences can become more comfortable. Continuing with the algebra example, having felt underprepared in that class, I recognized it as a gap in my skills and vocabulary. I have since worked to fill that gap, and when I returned to the algebra class, I noticed improvements in my control and comfort level. What keeps me moving forward is that when gaps reveal themselves, I incorporate them into my practice, and the next time I go into that situation, I have prepared more broadly for that environment. While I did not know what the algebra lesson would be the second time, I was able to prepare more generally because I knew what I needed to feel more competent in that setting.
At the beginning of the program, I thought that preparation meant being prepared for any possible scenario. While prediction is a valuable strategy for preparation, interpreters can never know where discourse will lead. I have learned that a solid foundation of preparation is building schema, knowledge, and vocabulary, especially in the areas where I know I have gaps. I used to think that if I did not have information about the assignment beyond the class name, I would not be able to prepare. However, my perspective has changed, and I now view my targeted development as a form of preparation, especially as a new practitioner. There will come a time when these topics feel second nature after years of interpreting them in K-12 settings, but until then, I will prepare with any information I am given and can request in advance, and do my absolute best to fill in the gaps myself.
Competency 5.2 - Planning for Assignments
During my internship, I had the opportunity to meet with my site supervisor to complete a performance review. Because my internship experience was fairly condensed, I spent much of it feeling slightly overwhelmed by the influx of information, which made it difficult to gauge how I was actually performing. When I received my review, I found I was performing much better than I had assumed. This was encouraging, and it set the tone for the feedback that followed.
Given that I was surprised to receive positive feedback, it was not shocking that a major piece of overall feedback I received throughout my internship was to trust myself. Mentors noted that my interpretations were clearer when I was confident and felt more comfortable with the content. I agreed with this assessment. I asked for tips to help me overcome this barrier, and I was often told that it would come with time. I am going to continue to focus on positive self-talk and building confidence in general so that it shows up in my work, and I will trust the process and put in the work until that confidence is earned through experience.
Another piece of feedback I received was to continue developing my language skills as a second-language learner. It was a valuable experience to have so many eyes on my use of language. For the first time, I became aware that my sign production is occasionally skewed in handshape. After further reflection, I believe this is connected to hypermobility in my hands. I am now working to correct it. I also learned that when moving quickly, I do not always form signs completely. I am actively working on this to improve clarity in my product.
When it comes to the interpreting process, my mentors and I discussed strategies to continue improving my processing time. One step is to continue increasing my vocabulary in both languages so I can recall it more quickly. I am also going to use stimulus videos in my deliberate practice to ensure I produce interpretations that are conceptually accurate. My mentor recommended that I find one video, slow it down until I can interpret it at that speed, then gradually speed it up until I can process it quickly, and then move on to a new video. I had never thought about practicing in this way, because it sounds counterintuitive. However, my mentor explained that it will train my brain to listen and process slowly at first, and then work that muscle to get stronger and faster. I have added this to my deliberate practice, but it has not been long enough to see improvement yet. I look forward to seeing those gains in my processing time come through.
Another area my mentors worked with me on was having the flexibility to produce a message that is more English-influenced or transliteration, and then move to a product that is more ASL, depending on consumer needs. Transliteration was challenging, and while I saw improvement throughout my internship, I want to continue to have the flexibility to adapt my product to meet consumer needs. With this, I am continuing to push for conceptual accuracy at all times. One exercise that I have been adding to my deliberate practice is thinking about the different uses of an English word or an ASL sign, and how I would convey it conceptually in the other language. This has helped me build concepts I can rely on in the future for clearer, more fluid interpretations.
Walking into my performance review, uncertain of how I was performing, and walking out with a concrete set of priorities was itself a valuable lesson in self-assessment. I am grateful for the feedback I received, and I remain committed to the work ahead as I continue becoming the interpreter I want to be.
Competency 5.3 - Self-Awareness
Demonstrate self-awareness and discretion by monitoring and managing personal and professional behaviors and applying professional conflict resolution strategies when appropriate.
Competencies 5.4, 1.6, 2.2, & 2.6 -
Professional Integrity & Ethical Decision Making
5.4 - Demonstrate professional integrity by avoiding conflicts of interest, adhering to the code of ethical conduct, and applying standard professional business practices.
1.6 - Discuss professional and ethical decision-making in a manner consistent with theoretical models and standard professional practice.
2.2 - Advocate for conditions of employment that safeguard the rights and welfare of consumers and interpreters.
2.6 - Demonstrate an understanding of professional boundaries by following generally accepted practices as defined by the code of ethical conduct.
5.5 - Demonstrate commitment to the interpreting profession by becoming a member of and participating in professional organizations and activities.
5.6 - Demonstrate commitment to the D/deaf Community by supporting and contributing to D/deaf-related organizations and activities.
Competency 5.5 asks interpreters to demonstrate commitment to the profession through membership in and participation with professional organizations and activities. For me, this commitment has been intentional from early in my program, shaped by a clear sense of where I am heading and who I want to become in the field.
I am currently a student member of the Registry of Interpreters for the Deaf (RID), the Washington State Registry of Interpreters for the Deaf (WSRID), and the National Association of Interpreters in Education (NAIE). Each membership has served a distinct purpose in my development. My RID membership has anchored me to the Code of Professional Conduct in a concrete, ongoing way. Being formally affiliated with the organization that holds the CPC makes my relationship to it feel less academic and more like a genuine professional obligation. My WSRID membership has given me a sense of community within my own state, even as a student completing my program remotely. I am looking forward to deepening that involvement as I transition into the field, and I have already begun conversations with past WSRID board members about participating in efforts to promote more opportunities for new professionals in the field. I hope to contribute to a space designed to build connections among interpreters, like me, just entering the profession.
An outline of a masculine-presenting person
signs DEAF and a feminine-presenting person signs COMMUNITY.
My decision to join NAIE reflects my commitment to school interpreting specifically. One of my professors was instrumental in founding NAIE, and the organization remains a leader in school interpreting. Other professors have been heavily involved in the organization, and being part of it feels like a natural extension of following their example as I step into this work. In January 2026, I attended NAIE's webinar, presented by these professionals, The Illusion of Access: Video Remote Interpreting in K-12 Education, which deepened my thinking about access and equity in the educational settings I will soon be working in.
Beyond membership, I have pursued professional development consistently throughout my program. My workshop participation has been broad and deliberate, including sessions on linguistic topics such as depiction, slang, and strong language in ASL; skill-building workshops focused on confidence and performance; and content-specific preparation, including an Overview of the BEI Program, a Cued Speech course, and a BEI Basic Prep Course. I have sought out offerings from a range of providers, including ASLIS, VRID, ASL Terp Prep, ZP, and my own university's ASLEI Learning Community, reflecting a commitment to learning across contexts and communities rather than relying on a single source.
Looking ahead, my involvement with the Preparing School Interpreters (PSI) Project will further my professional participation. I will be attending the OSEP Scholar ShareShop at the NAIE conference in July 2026, an experience I am looking forward to both for its content and for the professional relationships it will allow me to build. Upon graduation, I will be upgrading all three of my memberships to professional status. I do not see professional involvement as something that begins after school. Rather, the foundation I have built as a student is one I intend to carry forward and expand. In this profession, I am always becoming, and the organizations and communities I have chosen to be part of are part of how I intend to keep becoming well-rounded.
Competency 5.6 asks interpreters to demonstrate a commitment to the Deaf community by supporting and contributing to Deaf-related organizations and activities. For me, this commitment is not separate from my identity as an interpreter. It is foundational to it. The Deaf community has shaped my understanding of this work in ways that no classroom alone could, and my involvement has been an ongoing effort to show up, give back, and remain connected across a range of contexts.
I am a member of the Washington State Association of the Deaf (WSAD), an affiliation that grounds me in the state's organized Deaf community, where I will be building my career. I have attended Deaf socials over the years, both through my program and independently, to maintain a genuine presence in Deaf spaces rather than limiting my contact with the community to interpreted assignments.
Some of my most meaningful involvement has come through Deaf-led arts and cultural spaces. I have volunteered with Deaf Spotlight, a Seattle-based arts organization led by and for the Deaf community, including their Deaf Lit Fest Weekend in 2024 and various art galleries and shows over the years. These experiences have connected me to Deaf artists and community members in contexts entirely outside my role as an interpreter — spaces where I am simply a participant and supporter of Deaf creative life.
In 2025, I also volunteered as an interpreter for a community fair hosted by API Chaya, a survivor-led advocacy organization, an experience that reminded me that commitment to the Deaf community extends into spaces where Deaf lives intersect with broader struggles for safety and justice.
Also in 2025, I organized and hosted a Deaf professional panel for the UNCO ASLEI Learning Community, inviting Deaf professionals to share with interpreting students what they wish interpreters understood about their experience. I conducted informal outreach and a survey prior to the event to help shape the conversation. I wanted to create a space that genuinely centered Deaf voices — not as a resource to be extracted, but as a source of knowledge and authority that interpreting students needed to sit with and hear. That distinction matters to me.
That same year, I attended ASL Vibe, an immersive weekend experience in Colorado run by a Deaf nonprofit, entirely by my own choice. Immersive Deaf spaces have always been where my growth as a signer and as a person has been most real, and seeking them out independently reflects how seriously I take my relationship to the community I serve.
One avenue I am looking forward to exploring is expanding more consistent grief support services for the Deaf community in my area. I have worked part-time for a grief support nonprofit for several years, and my supervisor has watched me move through this interpreter education program alongside that work. It is that combination, my interpreting training and my existing role, that has prompted conversations about eventually extending our services into underserved communities using a train-the-trainer model. Rather than inserting ourselves into communities and assuming we understand their experience, the approach would involve entering the community, training community members in our model, and supporting them until they can run their own groups independently. For the Deaf community specifically, this matters because hearing-led grief support cannot fully account for what it means to grieve as a Deaf person or to seek connection in a group where no one shares your language or experience. Nothing is in place yet, but it is a direction I care about and hope to help make real.
As I complete my degree and move into the field, I am aware that my involvement with the Deaf community has sometimes been limited by the demands of school. I am looking forward to increasing that involvement now that those constraints are lifting, through more volunteering and more intentional contribution to Deaf organizations doing meaningful work. The Deaf community has given me my profession, this language, and a way of seeing the world. I do not take that lightly, and I am always working to become someone more worthy of the trust this work requires.
5.5 and 5.6 together remind me that professional connection is not a destination but a practice. The interpreter I am becoming is shaped by the organizations I belong to, the community I serve, and the relationships I invest in along the way. I do not arrive at commitment. I demonstrate it, repeatedly, over time.
Competencies 5.5 & 5.6 - Commitment to Interpreting and The Deaf Community
Demonstrate awareness of community resources by identifying organizations & agencies that could or do serve D/deaf people.
Download PDF Here.
References for chart: (Deaf Spotlight, n.d.; Deaf Women United, n.d.; Hands & Voices, n.d.; Hearing Loss, n.d.; Hearing, Speech, & Deaf Center, n.d.; Helen Keller National Center, n.d.; NAD, n.d.; NBDA, n.d.; National Deaf Center, n.d.; RID, n.d.; Seattle Children's, n.d.; SPS, n.d.; Washington State, n.d.; WSD, n.d.).
Reflection
Collecting community resources has been an important part of my experience throughout the program. Organizing these resources at the local, state, and national levels has helped me grow as a practitioner and deepen my understanding of the services available to the D/deaf community I will be working with. The organizations in my current community—both locally and in my home state of Washington—have helped me build meaningful connections with Deaf community members. Through my involvement with several of these organizations, I have been able to volunteer, socialize, and engage with the community, enriching both my learning and personal growth. I hold these connections dearly and appreciate the organizations that facilitated my involvement.
As a future practitioner, being able to identify and provide resources is directly tied to the NAD-RID Code of Professional Conduct (CPC). Illustrative Behavior 2.6 calls for interpreters to “judiciously provide information or referral regarding available interpreting or community resources without infringing upon consumers’ rights” (RID, 2005). Developing awareness of these resources allows me to uphold this standard ethically and appropriately. It also ensures that I can offer relevant referrals or information when needed, while respecting consumer autonomy.
My active search for community resources has also supported my own learning by helping me understand the broader context in which interpreting services exist. Because I have routinely used these resources myself, I feel confident in my ability to locate, evaluate, and organize information that may benefit consumers. I have also built a strong network of social channels by subscribing to newsletters, following community-focused organizations and leaders on social media, and staying connected with peers and colleagues. These habits ensure that I remain aware of new or evolving resources that may be useful in my future practice.
Collecting and maintaining community resources will be an ongoing process, as services and community needs continually shift. However, I have built systems and supports that will help me sustain this practice and continue expanding my knowledge throughout my career.
Competency 5.7 - Community Resources
Competencies 5.8, 5.9, & 3.3 - Interpreting Laws & Certification
5.8 - Discuss state and national interpreter certification and/or licensure and the implications of these systems on the employment of interpreters.
5.9 - Identify and discuss the scope and authority of state and federal laws impacting D/deaf people and interpreters.
3.3 - Demonstrate advanced and effective public speaking skills in both ASL and English through the spontaneous delivery of an informal and a prepared formal presentation.
Competency 5.8 calls on interpreters to understand the certification and licensure systems that govern their work and the implications of those systems for employment. In this essay, I explore Washington State's approach to interpreter credentialing, a state with no licensure requirement and inconsistent certification standards across settings. I examine how certification systems protect Deaf and hard of hearing consumers as well as the hearing people and institutions they interact with, and reflect on where I am in my own certification journey.
Competency 5.8 Reflective Essay:
ASL-English Interpreter Certification in Washington State
Interpreting is one of the few professions where an unqualified practitioner can walk into a classroom and cause irreversible harm — misinterpreting concepts over time, improperly modeling language to deaf youth, overstepping fragile boundaries — without anyone in the room knowing something went wrong until it's too late. This is why Competency 5.8 in Witter-Merithew and Johnson's (2005) 34 Entry-to-Practice Competencies for Interpreters calls on interpreters to understand the certification and licensure systems that govern their work. Certifications set standards for interpreter competency and continue to hold practitioners accountable through continuing education requirements. Additionally, they protect deaf and hard of hearing consumers by requiring advanced credentials in high-stakes settings such as legal and medical environments. On the backend, they provide consumers with clear channels to report unethical behavior to certifying bodies such as the Registry of Interpreters for the Deaf (RID) and the Board for Evaluation of Interpreters (BEI).
In my home state of Washington, there is no licensure or certification requirement for interpreters working in the community. Unlike licensure, which is state-mandated and legally enforced, certification is a credential issued by professional organizations like RID or BEI that interpreters voluntarily pursue. Washington has neither; it is one of many states where any individual can work as a community interpreter without holding any credential at all (RID, 2025). In 2015, legislation was proposed to create licensure for interpreters in the state, but unfortunately, it was not passed (WSRID, n.d.). In educational settings, however, legislation was recently enacted in 2023, raising the EIPA: Performance score requirement from 3.5 to 4.0, alongside a passing score on the EIPA: Written exam. In lieu of a 4.0 on the EIPA: Performance, interpreters can work in education with a National Interpreter Certification (NIC) from RID (Washington Office of Superintendent of Public Instruction [OSPI], 2021; Washington Professional Educator Standards Board [PESB], n.d.). In Washington, the NIC remains the more widely recognized credential for educational interpreters, though BEI certifications are becoming more visible in the field. While it is disheartening to see that there are no state standards for interpreters working in the community, it is encouraging to see this recent change that will increase the standards and quality of interpreting services students receive in schools.
Enforcement of certifications and assessments to ensure that consumers receive high-quality interpreting services in community settings is inconsistent because, in Washington, interpreters need not be certified to work. Anecdotally, I have heard that local interpreting agencies require certification before offering interpreters work, but I have not found data to support this or had personal experience to report. For interpreters working in schools, PESB sets the standards, OSPI oversees their implementation at the district level, and school districts are responsible for enforcing the policy at the school level (PESB, n.d.). In 2025, Washington enacted legislation establishing a two-tier certificate system for educational interpreters, required to be in place by the 2027-28 school year. Interpreters may hold an entry-level limited certificate, valid for up to five years, or a full certificate. The law directs PESB to identify and approve assessments that meet the criteria for earning a certificate, and allows interpreters who have not yet met the standard to continue working while demonstrating ongoing efforts toward certification (RCW § 28A.410.271, 2025).
In general, certification requirements protect Deaf and hard of hearing people by ensuring that qualified interpreters provide services. When unqualified interpreters are placed in situations they are not ready for, communication access breaks down, leading to misinformation and misunderstandings. When misunderstandings go unaddressed, the relationships between Deaf and hearing consumers are harmed. A teacher cannot trust that their instruction reached a student, a doctor cannot be certain informed consent was given, and a lawyer cannot know whether their client truly understood the courtroom’s ruling. In this way, certification requirements protect not only Deaf and hard of hearing consumers but also hearing people and institutions that rely on accurate communication.
While state and federal laws can be somewhat vague in explicitly outlining what a qualified interpreter really is, it comes down to each individual practitioner having the skills in self-awareness and self-analysis to determine whether an assignment or setting is the right fit for them. Just as a driver’s license does not automatically make someone a safe driver, a certification does not automatically mean that an interpreter is competent or skilled. Even after obtaining certifications, interpreters must continue to assess whether their skills are the best fit for consumers and settings to ensure effective and ethical access.
I am early in the process of pursuing certification and assessment. I have passed the EIPA: Written exam and the BEI Test of English Proficiency. As part of the Preparing School Interpreters Project, a grant program I participated in during my time at the University of Northern Colorado, I took a pre-EIPA: Performance exam to measure the skills I entered the program with. I am retaking the EIPA: Performance at the end of May 2026, with the goal of earning the final component I need to work as a school interpreter in Washington State, but also to measure the growth I have seen in the two years since I last took it. I am also studying to retake the BEI Basic exam and plan to retest in late 2026, once I better understand the testing system and how to align my skills to its framework. While Washington does not officially recognize BEI, I think it is an important first step toward building trust with consumers in my area. After tackling the BEI Basic, I will begin to look into the CASLI testing system and learn more about what it will take to earn my NIC. The path ahead is substantial, but I understand the importance of certifications and the trust they build with the community I serve.
Competencies 5.9 & 3.3 Presentation
Understanding the Law: ADA & IDea's Implications for Communication access
This spoken English presentation addresses Competencies 5.9 and 3.3. Competency 5.9 calls on interpreters to identify and discuss the scope and authority of state and federal laws that impact Deaf people and interpreters, while Competency 3.3 directs interpreters to demonstrate advanced and effective public speaking skills through both informal and formal prepared presentations. In this presentation, I examine two landmark pieces of federal legislation, the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), and their implications for communication access. Together, these laws establish the legal foundation for Deaf people's right to access public life and education, and shape the environments in which interpreters work every day.
Video Language: English with Captions. Video Visual Description: The recording is a split-screen video call featuring two participants. On the left is Megan, with shoulder-length, curly, dark hair, bangs, and dark-framed glasses, wearing a black short-sleeved top with a raised neckline, seated against a neutral light background. She faces the camera directly. On the right side, her PowerPoint is displayed. To access her slides individually, please click here.
Competencies 5.8 and 5.9 are deeply intertwined. Understanding the laws that protect Deaf people and mandate access to communication is inseparable from understanding the certification systems that ensure qualified interpreters are available to provide it. Together, they highlight the responsibility that does not end at graduation or when a certification is earned. Laws evolve, standards are revised, and the needs of the communities we serve continue to shift. Staying informed is not a one-time task but an ongoing professional commitment. It is one that requires interpreters to remain engaged with the legal and credentialing landscapes that shape their work.
References
ADA National Network. (2015). An overview of the Americans with Disabilities Act [PDF]. https://adata.org/sites/adata.org/files/files/ADA_Overview_2015-
Deaf Spotlight. (n.d.). About. https://www.deafspotlight.org/about
Deaf Women United. (n.d.). About DWU. https://www.dwu.org/about
Educational interpreters, RCW § 28A.410.271 (2025). https://app.leg.wa.gov/rcw/default.aspx?cite=28a.410.271
Hands & Voices. (n.d.). About Hands & Voices. https://www.handsandvoices.org/about/index.htm
Hearing Loss Association of America. (n.d.). Our mission & impact. https://www.hearingloss.org/about-hlaa/our-mission-impact/
Hearing, Speech & Deaf Center. (n.d.). Welcome to HSDC. https://hsdc.org/
Helen Keller National Center. (n.d.). Helen Keller National Center for DeafBlind Youths and Adults. https://www.helenkeller.org/hknc/
National Association of the Deaf. (n.d.). About NAD. https://www.nad.org/about-us/
National Association of Interpreters in Education. (n.d.). Mission statement. https://naiedu.org/mission-statement/
National Black Deaf Advocates. (n.d.). About NBDA. https://www.nbda.org
National Deaf Center on Postsecondary Outcomes. (n.d.). Our mission. https://nationaldeafcenter.org/about/#mission
Registry of Interpreters for the Deaf. (n.d.). About RID. https://rid.org/about/
Registry of Interpreters for the Deaf. (2005). NAD-RID code of professional conduct. https://rid.org/programs/ethics/code-of-
Registry of Interpreters for the Deaf. (2025). State-by-state regulations. https://rid.org/programs/gap/state-by-state-regulations
Seattle Children’s Hospital. (n.d.). Deaf and hard of hearing mental health program. https://www.seattlechildrens.org/clinics/psychiatry-and-behavioral-
medicine/services/deaf-hard-of-hearing-mental-health-program/
Seattle Public Schools. (n.d.). Deaf and hard of hearing program. TOPS K‑8 School. https://topsk8.seattleschools.org/resources/dhh/
U.S. Department of Education. (n.d.). Individuals with Disabilities Act. https://sites.ed.gov/idea/
Washington Office of Superintendent of Public Instruction. (2021). Board meeting breakdown.
https://content.govdelivery.com/accounts/WAOSPI/bulletins/2f86e18
Washington Professional Educator Standards Board. (n.d.). Educators of the deaf and visually impaired. https://www.pesb.wa.gov/pathways/deaf-visually-
Washington State Department of Social and Health Services. (n.d.). Office of the deaf and hard of hearing. https://www.dshs.wa.gov/altsa/odhh
Washington State Registry of Interpreters for the Deaf, Legislative Committee. (2015). Draft: Sign language interpreters working in WA state.
Washington School for the Deaf. (n.d.). About WSD. https://www.wsd.wa.gov
Witter-Merithew, A. (2002). Understanding the meaning of texts and reinforcing foundation skills through discourse analysis. Distance Opportunities for Interpreter
Training Center.
Witter‑Merithew, A., & Johnson, L. J. (2005). Toward competent practice: Conversations with stakeholders. Registry of Interpreters
for the Deaf, Inc.
Note: AI was used to check grammar and clarity, but the ideas and writing on this page are my own.