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Braille Translator - Special Education Program 1
Minneapolis Public Schools | Minneapolis, Minnesota
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Job Description

Below is specific information for you to consider about this position.

Job Title: Braille Translator - Special Education Program 1 and Requisition ID number: 50504

Close Date: 11:59 PM on

Organizational Unit: Special Ed Program 1 (10000966)

Site: Davis Center (0001)

FTE: 1.0; this is based on full-time equivalency with 1.0 being full time

Union: AFSCME(29)

Functional Area: Administrative

Resume and Cover Letter are mandatory to apply for any position.


Braille Translator


Under general supervision, provides Braille translation services for central office and school sites; creates materials and curriculum for BVI teachers.

ESSENTIAL FUNCTIONS -- Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all functions and duties performed by incumbents of this class. Employees are required to be in attendance and prepared to begin work at their assigned work location on the specified days and hours. Factors such as regular attendance at the job are not routinely listed in job descriptions, but are an essential function. Essential duties and responsibilities may include, but are not limited to, the following:

  • Translate, creates, and prepares braille and adapted materials; performs duties within scope of authority and training, and in compliance with MPS policies and quality standards; duties may vary according to job assignment.
  • Provides adapted materials utilizing a variety of techniques, including recorded texts, tactile graphics, and braille.
  • Operates and maintains equipment such as braillers, keyboarding equipment, electronic scanners, and personal computers.
  • Performs basic braille translation and formatting for literacy, foreign language, and Nemeth code rules.
  • Demonstrates an understanding of and ability to translate and produce special braille formats.
  • Provides braille output with a variety of braille systems, including braille translation software or comparable electronic rapid braille production systems and braillewriters.
  • Makes professional and precise translations of documents including brochures, flyers, letters, and presentation materials.
  • Proofreads, edits and revises written translations; and verifies accuracy.
  • Demonstrates courteous and cooperative behavior when interacting with students, clients, visitors, and MPS staff; acts in a manner that promotes a harmonious and effective workplace environment
  • Enthusiastically promotes the Superintendent’s goals and priorities in compliance with all policies and procedures.


Education, Training and Experience Guidelines

High School Diploma/GED equivalent; AND two (2) years of demonstrated professional experience in translation and interpretation of Braille; OR an equivalent combination of education, training and experience as determined by Human Resources.

Knowledge of:
  • Methods and techniques required to translate braille.
  • Methods and techniques used in simultaneous and consecutive interpreting and translation of spoken language.
  • Unified English Braille Code (UEB)
  • Correct grammar, composition, spelling, punctuation and vocabulary.
  • Ethics and standards for professional translating.
  • Applicable policies, procedures and regulations covering specific areas of assignment.
  • Local community resources and regional community services programs.
  • Principles of record keeping and records management.

Skill in:

  • Translating English language documents into braille.
  • Organizing, prioritizing and coordinating work activities and meeting critical deadlines.
  • Using initiative and independent judgment within established procedural guidelines.
  • Contributing effectively to the accomplishment of team or work unit goals, objectives and activities
  • Operating a personal computer utilizing standard and specialized software.
  • Establishing and maintaining cooperative working relationships with a variety of individuals from various socioeconomic, ethnic and cultural backgrounds, in person and over the telephone.


Valid Minnesota State Driver’s License may be required.

Certification by National Federation of Blind in braille literacy, translation, coding, contractions, Nemeth math, and specialized equipment for VI.


Work is performed in a standard office environment which requires occasionally lifting such articles as file boxes or heavier materials with help from others and/or lifting and carrying light objects frequently. A job in this category may require walking or standing to a significant degree or may involve sitting most of the time with long periods of computer work and heavy phone usage.


  • Bargaining Unit: AFSCME
  • Grade: A10
  • FLSA Status: Non-Exempt
  • Job Group: Office & Clerical Support
  • New: May 15, 2017


Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.

Posting Notes: | 12:01 AM On | Special Ed Program 1 (10000966) | Davis Center (0001) | Administrative

About Minneapolis Public Schools

Since 1994, the Minneapolis Public Schools has operated under site-based decision making to move decision making closest to the students served. The goal of site-based management is to improve student achievement. Under site-based decision making, district and school efforts, theoretically, should complement each other. District offices set parameters, facilitate the sharing of information and best practices among schools, help evaluate progress, and give constructive feedback to both the schools and the Board. Schools have freedom (within approved decision-making parameters) to design site plans. Although what site-based decision making looks like at each school may vary, schools typically have a team of representatives from all areas to serve as a "site council," "education council" or "shared leadership team." This will include principals, parents, students, teachers, specialist teachers, clerical, other building staff, business partners, and the community/neighborhood. The councils meet monthly to make decisions and discuss long-range program goals for the school. Parents who are not on the council may attend and if they would like to have a subject discussed, may submit agenda items and talk to a member. Under the site-based decision making philosophy, these councils are to examine everything that might be standing in the way of student achievement-be it grade levels, student groupings, materials, or school policies and practice-and recommend keeping what is working and changing what is not.

This company profile was created by AfterCollege and is about Minneapolis Public Schools. This page is not endorsed by or affiliated with Minneapolis Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.