INTR 430 Specifications
In INTR 430, you will be introduced to foundational elements of school interpreting. The School Interpreting Website will capture your introduction to interpreting in educational settings by compiling pre-selected artifacts as well as composing original and reflective content about those artifacts into one place. Your School Interpreting Website will become a resource that showcases your competence, professional brand, and employability as a school interpreter.
Your School Interpreting Website will represent a semester's worth of learning. As such, you will be working on your website throughout the entire semester. Checkpoints break down the work into specific tasks along with sharing your website within your community of learning.
INTR 430 Website Template
A template will be provided to start your School Interpreting Website.
As a template, the site will show structure and content requirements verse actual finished content. The template will provide you with a vision what the School Interpreting Website could be. Specifications for your School Interpreting Website are provide below, the finished content will be unique to your site.
INTR 430 Overview
This table provides an overview for the development of your School Interpreting Website in INTR 430. Use this table as a general checklist throughout INTR 430 to monitor your progressive development of your School Interpreting Website.
Note: The table list webpages in their order of appearance for the School Interpreting Website.
Overview Specifications
(Lists high level page task / content)
Submission
(List course activity when page is due)
INTR 430 Visitors
During INTR 430, visitors to your School Interpreting Website will be the course instructors, OSEP & ASLIE peers, and the PSI Project's administrators or designees.
As a post-graduation professional resource, future visitors to your site will be members of the educational team, school administrators, and family members. Consider your long-term audience of this School Interpreting Website when composing and reflecting on content that showcases your employability and professional school interpreting brand.
INTR 430 Specification Rubrics
The School Interpreting Website is reviewed using a two-level rubric to determine complete / incomplete status. The two-level rubric determines if the specifications are present in your School Interpreting Website. This approach simplifies and standardizes the review process, freeing up the instructor to provide feedback on the website’s original and reflective content verse justifying where particle credit was earned. The School Interpreting Website is designed to capture your incremental possession of school interpreting and to be a showcase resource. This means either you have the learning and awareness (possession) or not and the packaging is either favorable (showcase) or not. As such...
COMPLETE indicates a satisfactory website that is a showcase resource of learning
and awareness. 
Awarded when all specifications are marked as COMPLETE.
INCOMPLETE indicates a developing website that is an obscure resource of learning
and awareness.
Awarded when any specifications is marked as INCOMPLETE.
Specification Rubrics
Pages of the School Interpreting Website have consistent specifications - organization, navigation, headings, page introductions, SIS Competencies, original and reflective content, references, and comments. It is these consistent specifications that make up the two-level rubric used in checkpoints and the final submission. The rubric for the final submission adds three global specifications - the website's 1) showcase and growth, 2) reflection, and 3) professional brand and employability. A non-page specific version of the two-level rubric is in Canvas for checkpoints and the final submission.
Use the detailed specifications provided for each webpage to create your School Interpreting Website. Use the page-specific two-level rubric as a Do-Confirm Checklist for checkpoints and final submission.
A Do-Confirm Checklist (Gawande, 2010) is pausing after the work has been done (the do) to verify that everything that was suppose to be completed is in fact done (the confirm).
Reference
Gawande, A. (2010). The Checklist Manifesto: How to Get Things Right. Picador: New York, NY.
