NCIEC

1. NCIEC National Consortium of Interpreter Education Centers

2. Field-Based Induction: A Pathway Toward Specialized Competence in Healthcare and Legal Interpreting Richard Laurion, Director CATIE Center Anna Witter-Merithew, Director MARIE Center

3. Presenters Anna Witter-Merithew Director MARIE Center Richard Laurion Director CATIE Center

4. Consortium Mission to connect and collaborate with diverse stakeholders in order to create excellence in interpreting technical assistance cross-center collaboration communication dissemination resources educational opportunities knowledge transfer

5. National CenterNortheastern University NURIECNortheastern University WRIECWestern Oregon UniversityEl Camino College CATIE CenterSt. Catherine University GURIECGallaudet University MARIE CenterUniversity of Northern Colorado

6. Outcomes • Learn about the process of field-based induction • Appreciate how field-based induction contributes to specialized competence • Explore the role of healthcare and legal institutions in providing the logistical access needed to create induction programs   • Identify criteria for practitioner participation in induction programs INDUCTION

7. What is Induction? • Structured program of supervised work under the direction of an expert practitioner • Occurs directly within the system in which the practitioner seeks to specialize

8. Why Formal Induction? ‘Sink-or-swim’ and other lesser approaches to interpreter induction exact a high price on practitioners seeking specialized expertise, their Deaf consumers, and their professional communities. Regardless of the quality or source of their preparation, practitioners encounter distinct challenges in their initial transition into specialist practice. Many struggle in isolation to navigate the steep learning curve characteristic of this transition period. Formal induction reduces this isolation and stimulates a habit of reflection and collaboration.

9. Goal of Induction: Integrated Competence How the interpreter conceptualizes and approaches her/his practice Academic, Emotional & Creative Competence TechnicalCompetence What the interpreter is able to do Personal Competence How the interpreter engages with others

10. Induction Can Accelerate Learning • Provides hands-on, supervised experience in within the specialized setting • Provides direct interaction with system-professionals and thus advances system-thinking • Allows for immediate and regular reflection and feedback

11. Ideal Entry to Specialization

12. Healthcare Induction Program Eligibility Process Applications and project information is located at: Interpreting Fellowship Points assigned based on rubric (also on website) Candidates selected by project team Supervised program providing partial financial work off-sets. • Hold national certification (RID, NAD or BEI) • At least three years experience. • Meet all host facility requirements for vaccination and background check. • Be able to devote at least 40-50 hours spread between 8 - 10 weeks.

13. Healthcare Induction Program • Partnerships are being formed with a variety of health systems. • All supervision provided by experienced staff healthcare interpreters. • All work done performed under supervision • In lieu of the fulltime interpreter • As a team with the fulltime interpreter • As a team with another interpreter

14. Court Interpreting Induction Program • Partnerships with State Administrative Offices of the Courts and/or agencies that have contracts with state courts • Rely primarily on fulltime AOC-based, SC:L certified interpreters for supervision • All work done with supervision • In lieu of the fulltime interpreter • As a team with the fulltime interpreter • As a team with another interpreter

15. Court Interpreting Induction Program Eligibility Process Application available online http://www.unco.edu/marie/Court_Induction%20_Program.html Points assigned based on rubric and candidates selected by project team 60-65 hours of paid supervised work experience at designated location Must take the SC:L performance exam prior to July 1, 2015 • Any RID certified interpreter who has completed education/training in the foundations of legal interpreting • Some prior courtroom interpreting experience • Preference given to those who have already taken and passed the SC:L written exam, but have not yet passed the performance exam

16. Participating Courts & Health Facilities • Northeast Region—New Jersey Administrative Office of the Courts and TCS in Maryland (courts in Maryland, Virginia and DC) • Southeast and Central Regions—Kentucky Administrative Office of the Courts • Mid-America Region—Denver City-County Courts and the Colorado Commission for the Deaf • Western Region—Maricopa County Superior Court (Phoenix, Arizona) • Details are being finalized with all healthcare facilities. • Midwest – St. Paul/Minneapolis Hennepin County Medical Center and Health Partners clinics • Northeast – Boston Children’s Hospital • Southwest – Austin/San Antonio Area Teaching Hospital and Clinics • Southeast – Tampa/St. Petersburg Area Teaching Facility

17. Participating Courts Proposed Healthcare site

18. Ultimate Goal Increase the quantity and quality of competent practitioners who consistently exercise relational autonomy within the systems they work.

19. Healthcare Induction Program Research tells us . . . • Good patient and practitioner dialogue leads to more successful health outcomes. • Most important part of medical encounter. (Lee et al., 2002) • A strong patient and health practitioner relationship will lead to better health outcomes and medical treatment. (Frey, 1998)

20. System-Based Authority • Much of the authority interpreters have in the implementation of their role is directly tied to the system in which they work. For example, legal interpreters are designated as Officers of the Court. • Definition: officer of the court (noun). Any person who has an obligation to promote justice and effective operation of the judicial system, including judges, the attorneys who appear in court, bailiffs, clerks, and other designated personnel.

21. How Do Interpreters Promote Health & Justice ? • Providing competent interpreting services that ensure linguistic access • Notify the health practitioners or court of any barriers to the above • Behave in a manner appropriate to the role of setting – be they an officer of the court or a member of the healthcare team (follow protocols, ethical standards)

22. Closing Thought • Induction is like the anchor on the ship. Without it practitioners can become stuck in a state of default autonomy; never fully appreciating the duty they hold and subsequently they can fail to fully engage with their peers and the standards of the profession. Relationship is the cornerstone of interpreting and there can be no relationship without engagement! The inevitable outcome of no engagement is reduced performance, burn-out or disenfranchised.

23. Questions and Answers

24. Contact Us • Richard Laurion-: rlaurion@stkate.edu • Anna Witter-Merithew:anna.witter-merithew@unco.edu

25. Upcoming Webinars March 17, 2014 at 4:00 p.m. Eastern Controversy in the Classroom: Learning from Imposters, Bad Weather and Media Attention For information: http://www.northeastern.edu/niec/webinar-information/ POSTPONED: February 24, 2014 at 4:00 p.m. Eastern New Educational Resources: Terp Talks / Digital Repository

26. Thank You Jessie Zhu Instructional Designer, NCRTM We wish to thank our captioner and interpreters today. This Webinar was a collaborative effort of the National Clearinghouse of Rehabilitation Training Materials and the National Interpreter Education Center (northeastern.edu/niec). CEU Sponsorship: Coordinated by Bonnie Kaplan, NURIEC b.kaplan@neu.edu And thank you for joining us today!

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28. The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA 84.160A and 84.160B.