Research regarding the efficacy of an interpreted education for deaf students has suggested that the practice is fraught with challenges. This could be because interpreters provide merely the illusion of access in a mainstream setting (Winston, 2004), or it may be because many education systems are simply not interpreter ready (Patrie & Taylor, 2008), among other factors. A primary concern is often the proficiency and skill level of interpreters working in education settings. In this article, the authors report on a best-practices process of diagnostic skills analysis, performance management, and a tailored series of ongoing training opportunities undertaken by a cohort of interpreters based at a secondary school for deaf students in Western Australia. The project that is described, and the performance evaluation principles and training practices adopted, may be easily embraced by other organizations employing interpreters; managers and mentors of interpreters; as well as by individual interpreters themselves.


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