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.
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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.
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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.
Competency 5.2 - Planning for Assignments
Demonstrate planning skills in preparing for assignments and flexibility in adapting to changes that arise during assignments.
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.
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​1.6 - Discuss professional and ethical decision-making in a manner consistent with theoretical models and standard professional practice.
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2.2 - Advocate for conditions of employment that safeguard the rights and welfare of consumers and interpreters.
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​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.
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5.6 - Demonstrate commitment to the D/deaf Community by supporting and contributing to D/deaf-related organizations and activities.
Competencies 5.5 & 5.6 - Commitment to Interpreting and The Deaf Community
Competency 5.7 - Community Resources
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.
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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.
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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.
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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.​​
5.8 - Discuss state and national interpreter certification and/or licensure and the implications of these systems on the employment of interpreters.
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5.9 - Identify and discuss the scope and authority of state and federal laws impacting D/deaf people and interpreters.
Competencies 5.8 & 5.9 - Interpreting Laws & Certification
References
Deaf Spotlight. (n.d.). About. https://www.deafspotlight.org/about
Deaf Women United. (n.d.). About DWU. https://www.dwu.org/about
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 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/
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Registry of Interpreters for the Deaf. (2005). NAD-RID code of professional conduct. https://rid.org/programs/ethics/code-of-
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/
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 School for the Deaf. (n.d.). About WSD. https://www.wsd.wa.gov
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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.