Teaming. It is the goal of NCOD to provide team interpreting and transcribing services for every lecture class. Team Interpreting Procedures Team Interpreters work together to maintain high quality services while preventing injury and fatigue. Both interpreters involved are there to provide support for each other and NCOD adheres to the support modelof teaming rather than the relief model. We ask that you follow these procedures to provide the maximum benefit possible when working with a team interpreter. • Please switch every 15 minutes, while of course taking into consideration the natural pauses and appropriate times to switch. Fifteen minutes truly help, both mentally and physically. • Please introduce yourselves to the faculty/speaker and student(s). Explain briefly, if necessary, what team interpreting entails. • Team interpreting may involve a late entrance (if a team person is dispatched after the class has begun), so be sensitive to the disruption it can create in the classroom. • If you are subbing a class/assignment, please do a quick check in with the permanent team to find out how they have been working during the semester and follow suit. • Both team interpreters are to stay in a classroom for the duration of the class – DO NOT make special arrangements to arrive late or leave early without prior approval from the office. You areboth being paid for the entire time; therefore, any unauthorized leave from the class will be unpaid. • Interpreters who team on a regularly scheduled basis can spend more time together planning onhow to back each other up, developing specialized signs, writing feedback notes, etc. You shouldbe ready at all times to offer back up assistance (i.e. questions from audience, group discussions, speakers with heavy accents, sign-to-voice). • Please pay close attention to be able to offer assistance/feedback as needed. • Adjust to the student’s preferred mode of communication as well as using already established signs for the assignment. • Please do not read, write, or be on cell phones during the assignment. Cell phones are to be switched to silent mode while working. • Extended conversations with your team can be very disruptive. Please limit your conversationsto dealing with the logistics of teaming. • Leave the room only if necessary and return promptly. Team Transcribing Procedures Transcribers work in teams to offer each other support and continuity of service during long and/or arduous assignments. To make the situation as beneficial as possible to all concerned, we ask the teams to follow these procedures: ▪ It is best for transcribers to select a location and chairs that are comfortable so the transition is smooth and unobtrusive. Transcribers should switch off at an agreed upon interval, typically every 15 minutes; watch for a natural break (between pauses, while students are opening books, while the instructor is writing on the board, etc.). ▪ For a smooth transition, teams should switch at a logical point in the lecture. The teams should cue each other at the time to switch. ▪ Transcribers should agree on how to back each other up and then follow that system. Teams should be ready to offer back up at a moment’s notice, i.e., assisting with questions from the audience, group discussions, and speakers with heavy accents. ▪ Transcribers should collaborate on typing styles and individual reading choices to make the transition between transcribers easier on the client. ▪ During the assignment, transcribers can take notes/feedback for your team person if agreed on prior to the start of the assignment. ▪ Please do not read, write, or be on cell phones during the assignment. Cell phones are to be switched to silent mode while working. I. Prep Time Captioning/Interpreting: Prep time is offered to captionists and interpreters in order to prepare for classes where content is unusually complexand requires advance study. Prep time will be allowed with the prior approval of your appropriate scheduler. Circumstances that may warrant prep time are: • The captionist’s or interpreter’s first time in a particular class. • Material is already available for preparation. • A special situation, e.g. a theater performance. • The class is of an unusually complex or technical nature. To request prep time, the captionist or interpreter shall write a short justification for preparation. The justification should contain: • Reference to the criteria above. • The class name and number. • Meeting time. • Professor’s name. • Student(s) name(s). • Number of prep hours being requested. The appropriate scheduler will review and approve prep time at their discretion. Transcribing: Transcribers are compensated for prep/edit time based on the number of classroom hours worked. You will use the time to build up vocabulary, set up/dismantle equipment, and travel to the next class. Dictionary building and maintenance are a constant part of the Realtime and TypeWell Transcribers duties. Transcribers are to build specialized vocabulary into separate subject category dictionaries (such as science or history). These dictionaries may be used by other Transcribers with the same theory or printed out for others to build from. Full Editing Chart is on the next page. For example, you have 15 hours of paid time, your total editing is 3.8 hours per week and will receive 18.8 hours on your time sheet. If you worked 30 hours, your editing compensation is 7.5 hours and claim 37.5 hours at the end of the week. See in highlighted grey with the two examples on the chart. Editing Chart Total Hours Per Week Editing Time = Total Time Reported Total Hours Per Week Editing Time = Total Time Reported Note: **UP to 32 hours is allowed to max at 40 hours a week.
Appears in 1 contract
Sources: Collective Bargaining Agreement
Teaming. It is the goal of NCOD to provide team interpreting and transcribing services for every lecture class. Team Interpreting Procedures Team Interpreters work together to maintain high quality services while preventing injury and fatigue. Both interpreters involved are there to provide support for each other and NCOD adheres to the support modelof teaming rather than the relief model. We ask that you follow these procedures to provide the maximum benefit possible when working with a team interpreter. • Please switch every 15 minutes, while of course taking into consideration the natural pauses and appropriate times to switch. Fifteen minutes truly help, both mentally and physically. • Please introduce yourselves to the faculty/speaker and student(s). Explain briefly, if necessary, what team interpreting entails. • Team interpreting may involve a late entrance (if a team person is dispatched after the class has begun), so be sensitive to the disruption it can create in the classroom. • If you are subbing a class/assignment, please do a quick check in with the permanent team to find out how they have been working during the semester and follow suit. • Both team interpreters are to stay in a classroom for the duration of the class – DO NOT make special arrangements to arrive late or leave early without prior approval from the office. You areboth being paid for the entire time; therefore, any unauthorized leave from the class will be unpaid. • Interpreters who team on a regularly scheduled basis can spend more time together planning onhow to back each other up, developing specialized signs, writing feedback notes, etc. You shouldbe ready at all times to offer back up assistance (i.e. questions from audience, group discussions, speakers with heavy accents, sign-to-voice). • Please pay close attention to be able to offer assistance/feedback as needed. • Adjust to the student’s preferred mode of communication as well as using already established signs for the assignment. • Please do not read, write, or be on cell phones during the assignment. Cell phones are to be switched to silent mode while working. • Extended conversations with your team can be very disruptive. Please limit your conversationsto dealing with the logistics of teaming. • Leave the room only if necessary and return promptly. Team Transcribing Procedures Transcribers work in teams to offer each other support and continuity of service during long and/or arduous assignments. To make the situation as beneficial as possible to all concerned, we ask the teams to follow these procedures: ▪ It is best for transcribers to select a location and chairs that are comfortable so the transition is smooth and unobtrusive. Transcribers should switch off at an agreed upon interval, typically every 15 minutes; watch for a natural break (between pauses, while students are opening books, while the instructor is writing on the board, etc.). ▪ For a smooth transition, teams should switch at a logical point in the lecture. The teams should cue each other at the time to switch. ▪ Transcribers should agree on how to back each other up and then follow that system. Teams should be ready to offer back up at a moment’s notice, i.e., assisting with questions from the audience, group discussions, and speakers with heavy accents. ▪ Transcribers should collaborate on typing styles and individual reading choices to make the transition between transcribers easier on the client. ▪ During the assignment, transcribers can take notes/feedback for your team person if agreed on prior to the start of the assignment. ▪ Please do not read, write, or be on cell phones during the assignment. Cell phones are to be switched to silent mode while working.
I. Prep Time Captioning/Interpreting: Prep time is offered to captionists and interpreters in order to prepare for classes where content is unusually complexand requires advance study. Prep time will be allowed with the prior approval of your appropriate scheduler. Circumstances that may warrant prep time are: • The captionist’s or interpreter’s first time in a particular class. • Material is already available for preparation. • A special situation, e.g. a theater performance. • The class is of an unusually complex or technical nature. To request prep time, the captionist or interpreter shall write a short justification for preparation. The justification should contain: • Reference to the criteria above. • The class name and number. • Meeting time. • Professor’s name. • Student(s) name(s). • Number of prep hours being requested. The appropriate scheduler will review and approve prep time at their discretion. Transcribing: Transcribers are compensated for prep/edit time based on the number of classroom hours worked. You will use the time to build up vocabulary, set up/dismantle equipment, and travel to the next class. Dictionary building and maintenance are a constant part of the Realtime and TypeWell Transcribers duties. Transcribers are to build specialized vocabulary into separate subject category dictionaries (such as science or history). These dictionaries may be used by other Transcribers with the same theory or printed out for others to build from. Full Editing Chart is on the next page. For example, you have 15 hours of paid time, your total editing is 3.8 hours per week and will receive 18.8 hours on your time sheet. If you worked 30 hours, your editing compensation is 7.5 hours and claim 37.5 hours at the end of the week. See in highlighted grey with the two examples on the chart. Editing Chart Total Hours Per Week Editing Time = Total Time Reported Total Hours Per Week Editing Time = Total Time Reported Note: **UP to 32 hours is allowed to max at 40 hours a week.
Appears in 1 contract
Sources: Collective Bargaining Agreement