Practice Assessor

Your Practice Assessor will be a trained professional who is qualified to assess and endorse your skills and competence as a Regulated Trainee in one or more of the following categories:

• Sign Language Interpreter
• Relay Intralingual Interpreter
• BSL/English Translator

Practice Assessors are required to have the following qualifications and experience

• 2+ years as a Registered Professional and Relevant qualification in assessment
• or
• Be a qualified assessor or appointed member of university staff on a course approved by NRCPD

Regulated Trainee Assessment

As a regulated Trainee, you are required to upload evidence of an initial and, then, annual assessment of your competence (see attached guidance). The assessment will evidence competence as a Regulated Trainee in:

• Preparation for an interpreting or translation assignment
• Delivery of either
• • a two-way interpreting assignment
  • an English to BSL translation
• Self Evaluation of the interpreting or translation assignment

Following your assessment, you will receive support from your Senior Practitioner. This may be via face-to-face or online meetings, either one to one or in groups. It may also be in the form of email and other digital contact.

Senior Practioner

Senior Practitioners will be required to have:

• 2 years + experience as a Registered Language Service Professional
• Be registered with NRCPD
• Knowledge and experience of providing mentoring services

Your Senior Practitioner will be a qualified and experienced Language Service professional, Registered with NRCPD, who is able to support and scaffold your development. The purpose of this role is to provide advice and guidance on how you can best develop your competence in a safe way; increasing your professional knowledge and experience in readiness for qualification and registration as a Registered Language Service Professional with NRCPD.

Regulated Trainee – Registration Cycle

Regulated Trainee Occupational Standards 2024

The following standards reflect the expected occupational standard of a Regulated Trainee Sign Language Interpreter, (TSLI) intralingual interpreter (TSLII) or translator (TSLT).

RTS1 Assess your Competency to undertake an assignment

• 1.1 Identify

• • 1.1.1 the subject matter, purpose and scope of the interpreting or translation assignment, seeking clarification where relevant.
  • 1.1.2 the degree of complexity and sensitivity of the assignment including level of language, potential conflicts of interest
  • 1.1.3 the mode of interpreting to be used (consecutive or simultaneous/whispered), as appropriate
  • 1.1.4 the language and/or interpreting skills required for the interpreting assignment including any specialist or domain specific knowledge requirements.
  • 1.1.5 Any health and safety considerations and any adjustments you may need to request or make to ensure you can provide the assignment to the best of your competence and ability

• 1.2 Assess

• • 1.2.1 Your availability to fulfil the interpreting or translation assignment
  • 1.2.2 Your level of skills and competence to professionally deliver the assignment in line with ethical considerations, your current knowledge and experience and the NRCPD code of conduct
  • 1.2.3 Any requirement to seek further advice and guidance before you take on the assignment
  • 1.2.4 Whether you have sufficient time to prepare for the assignment

• 1.3 Agree Terms

• • 1.3.1 Review and agree the terms and conditions of the assignment and clarify any queries and concerns with relevant parties

• 1.4 Accept or Decline the assignment

• • 1.4.1 Advise relevant parties, in a professional and timely manner, of your decision to accept or decline the assignment based on assessment of your skills, competence, availability and the terms and conditions of the assignment.

• 1.5 Professional Conduct

• • 1.5.11 Ensure your conduct is in line with ethical considerations, the NRCPD code of conduct and relevant legal requirements.

RTS2 Prepare to undertake an assignment

• 2.1 review the purpose, scope, subject matter and terms and conditions of engagement for the interpreting assignment
• 2.2 Request, obtain and review the assignment documentation and preparation materials, in advance, where available.
• 2.3 Identify and use relevant sources of information and reference materials and draw on existing knowledge to prepare for the assignment.
• 2.4 Seek advice and guidance from your Senior Practitioner or fellow experienced professional, if you are unsure of the subject matter of the interpreting assignment or content of the source language to be translated.
• 2.5 Plan appropriately to create the best conditions for effective interpreting or translation, including:
• • 2.5.1 Familiarising yourself fully with the client’s brief and/or details of the requested assignment
  • 2.5.2 Scheduling your work to meet the deadline or assignment date agreed with the client
  • 2.5.3 Any special requirements, including the need to use (and rehearse the use of) specific software/ technical platform.
  • 2.5.4 The language and interpreting or translation skills required for the assignment, including any specialist language or domain specific knowledge requirements
  • 2.5.5 Any health and safety considerations
  • 2.5.6 Likely requirements or expectations of relevant parties
  • 2.5.7 Cultural considerations
  • 2.5.8 Whether you would benefit from working with a colleague as part of a team
• 2.6 Ensure your conduct is in line with ethical considerations, the NRCPD code of conduct and relevant legal requirements.

RTS 3 Deliver Interpreting and/or Translation Assignments as a Regulated Trainee

• 3.1 You communicate to participants that you are a trainee interpreter, if they are not already aware
• 3.2 You interpret/translate the meaning expressed by participants/source text ensuring that omissions and miscues do not detract from the overall meaning of the source message
• 3.3 You have good strategies in place to repair omissions or miscues when they become apparent.
• 3.4 You interpretation reflects the flow of communication between the users
• 3.5 You interpretation or translation largely reflects the source message, formality and register of the original text.
• 3.6 You choose the appropriate mode of interpretation, making use of consecutive interpreting, to ensure clarity where necessary.
• 3.7 You paraphrase the meaning of complex terms and phrases, if you do not know the direct equivalent in the target language
• 3.8 Check back with the source language user/author if you are unable to not sure that you have interpreted or translated the meaning faithfully.
• 3.9 You withdraw from the assignment if it becomes clear that it is beyond your competence and you negotiate alternative arrangements
• 3.10 You support effective communication throughout the assignment and take action if communication breaks down
• 3.11 You interpret factual information and reflect opinions largely accurately
• 3.12 You handle the standard national variety of the languages in which you interpret
• 3.13 You take notes during consecutive interpreting, where required
• 3.14 Your conduct is consistent with the principles of professional practice and the registration body’s code of conduct
• 3.15 You seek advice from your Senior Practitioner on a regular basis

RTS4 Evaluate and develop your professional practice as Regulated Trainee interpreter or translator

• 4.1 You reflect on the effectiveness of your preparation for assignments
• 4.2 You reflect on the effectiveness of your interpreting performance:
• 4.3 Individually and with support of your Senior Practitioner, reflect on how well you caught the overall meaning
• • 4.3.1 whether you captured the main points
  • 4.3.2 how well you captured a sequence of events or actions
  • 4.3.4 how well you used discourse markers to structure the interpretation or translation
  • 4.3.5 how well your use of register matched that of the source language user
  • 4.3.4 reflect on the accuracy of the language that you used while interpreting or translating, e.g. vocabulary and syntax.
• 4.4 evaluate how well you managed the assignment in terms of:
• • 4.4.1 your conduct, style and interaction with users
  • 4.4.2 the approach you took to dealing with cultural conventions
  • 4.4.3 instances of communication breakdown and imperfect interpreting or translation, their causes, and whether you took the right action to repair them.
  • 4.4.4 your compliance with the principles of professional practice P5 use terminology accurately to describe language and interpreting features, while evaluating your performance
• 4.6 discuss your findings with your Senior Practitioner
• 4.7 Individually, and in discussion with your Senior Practitioner, identify ways in which you can improve:
• • 4.7.1 your preparation for assignments
  • 4.7.2 your interpreting or translation skills
  • 4.7.3 the evaluation of your work
• 4.8 Adapt your working practices to take account any newly-acquired knowledge and skills
• 4.9 Work with your Senior Practitioner to evaluate the impact of professional development on your interpreting or translation practice and undertake further development or changes, where necessary
• 4.10 Ensure your conduct is in line with ethical considerations, relevant codes of conduct and relevant legal requirements

General statement

Regulated Trainees should not accept assignments in which the rights and liberties of participants will be affected by the outcome of the interaction or information contained within the source text.

If you are not sure if you should accept the assignment, please consult your Senior Practitioner.

Regulated Trainee Sign Language Interpreters and Intralingual Interpreters

• Legal settings

• • This is inclusive of all settings where a person with legal qualifications or responsibility offers advice and guidance and there is the potential for legally binding decisions to be made.
  • For example:
  • • Forensic investigations and decisions
    • Legal proceedings
    • Civil proceedings
    • Financial advice
    • Advice regarding Wills and trust

• Complex Health assignments

• • This is inclusive of all health appointments that refer to complex treatment inclusive of:
  • • Cancer diagnoses and treatment
    • Complex condition management
    • Information regarding prognosis and/or palliative care
    • Discussion and provision of ‘Written Informed Consent’, this is used when treatment or intervention is likely to be invasive and include specific risks to the patient.

• Mental Health settings

• • This is inclusive of
  • • all settings where discussions are held regarding the symptoms and diagnosis of mental health conditions and related treatment.
    • settings where specified interventions are being made, including talking therapies and/or other focused treatment.
    • Assignments where the patient has a known mental health condition, or requires a support worker to access the community and public services.

• Specific Social Care settings

• • This is inclusive of all settings where discussions have the potential to have direct implications on the rights and liberties of participants and their dependents.
  • • Inclusive of:
    • Home visits that form part of an assessment.
    • Social Care meetings including:
    • • Child protection conferences
      • Core group meetings
      • Case reviews
      • Best Interest Meetings

Specific Consideration for Trainee Relay Intralingual Interpreters working in Teams

The purpose of practice restrictions is to ensure the safety of participants and the regulated trainee. The nature of Intralingual Interpreting, is that the majority of assignments, are carried out as part of a team. Therefore, a Regulated Trainee Intralingual Interpreter has been registered with NRCPD for over 2 years, they may engage in Team provision in the above settings, only where an RSLI is present and is part of the team.

This is ONLY applicable to Regulated Intra-lingual Interpreters.

However, the following steps must be taken:

• The Regulated Trainee must inform the RSLI that they are a trainee
• The RSLI and Regulated Trainee must engage in preparation discussions, to ensure that they have an agreed way of working.
• The RSLI must agree to lead the assignment and provide supportive measures to the Regulated Trainee as required.

Regulated Trainee Intralingual Interpreters, are not permitted to provide sight translation of written text where the source language provides advice and guidance with reference to these settings. They may only do this where an RSLI is present. (See Regulated Trainee Translator Practice Restrictions)

Undertaking remote assignments

Remote assignments refer to assignments where you are at a separate location to other participants and are providing interpreting via the use of digital technology.

For the purpose of this guidance, and in accordance with best practice guidance provided by professional associations, Regulated Trainees can undertake remote assignments that:

• Do not include emergency provision (e.g. call centre type VRI interpreting)
• Are within your practice restrictions
• Are planned in response to the client’s request (e.g. general support for Access to Work)
• Are undertaken in an environment that you have assessed to be safe and that protect your Health and Safety.

In all assignments, you should ensure that you have familiarised yourself with the platform being used, have the required equipment and have the necessary competency to interpret or translate in a manner appropriate to the technology being used.

Practice Restrictions for Regulated Trainee Translators

Practice restrictions for Regulated Trainee Translators relate to the content of the document, the intended audience and the mode of translation (e.g. prepared/recorded or live from autocue)

Practice Restrictions for Live Translation

Regulated Trainee Translators should not accept Live translation assignments until the year before they are due to qualify and register as an RSLT. During this final year as a regulated trainee, Translators should ensure that they have the appropriate support, either through team-interpreting with an RSLT or shadowing opportunities, to carry out live translations.

Practice Restrictions for Prepared/recorded translations

Regulated Trainee Translators should not accept assignments where they are requested to translate documents related to the following:

• Legal documents

• • This is inclusive of all documents that provide information, advice or guidance regarding legal matters and there is the potential for legally binding decisions to be made.
  • For example:
  • • Witness statements
    • Legal proceedings and associated documentation
    • Civil proceedings and associated documentation
    • Financial advice and information
    • Advice and information regarding Wills and trust

• Complex Health assignments

• This is inclusive of all documents that provide specific and detailed information regarding:
• • Cancer diagnoses and treatment (including documents to support decision making around treatment)
  • Complex condition management
  • Information regarding prognosis and/or palliative care (including documents related to care choice)
  • Documentation regarding ‘Written Informed Consent’, this is used when treatment or intervention is likely to be invasive and include specific risks to the patient.

NB: Some medical information, such as fact sheets and information leaflets, created for the purpose of educating and informing the general public may be appropriate for Regulated Trainee Translators. Consideration should be given to the level of language in the source text and the time available for preparation before accepting the assignment – see ‘decision tree’ link

• Mental Health settings

• This is inclusive of
• • all documents that relate to the specific symptoms and diagnosis of mental health conditions and related treatment. (including information which may be used to inform treatment decisions)

• Specific Social Care settings

• This is inclusive of all documents that inform decisions that will have direct implications on the lives of participants and their dependents. Inclusive of:
• • Parenting Assessments
  • Child Protection Conference Reports
  • Adult Safeguarding Assessments and reports.
  • Best Interest Minutes and documentation.
  • Mental Capacity Assessments and reports

This list is not exhaustive. In all instances, the Regulated Trainee should consider what the impact of their translation may be, considering whether they have the necessary competencies to provide a safe and faithful translation of the source text.

TSLI & TSLI (Intralingual) - Competency Statements Foundational Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Interaction Management	Practice Reflection and Development Planning
Has experience of applying interpreting and translation theories and models in practice. Is able to work without supervision and use these underpinning theories and models to inform their practice. Able to communicate how and where they have applied these theories and reflect on the success of their application.	Works independently with planned supervision. Is able to assess their competency with some support when considering accepting assignments in new or unfamiliar domains Is able to make appropriate professional and practice decisions, but needs some support in being confident that these were the most appropriate and safe choices. Is aware of legislative and best practice guidance to inform their decision making, but needs some support in reflecting on considering the impact of these on decision making. Is aware of how their presence, as an interpreter, impacts the interaction but may continue to focus on functional boundaries with developing understanding of actions to be taken to respond to and reflect interaction norms.	Has independently managed two-way interactions and reflected on the efficacy of actions taken Is able to process between languages where language used is familiar and produced with sufficient time to seek clarification. Is making some use of simultaneous interpreting, using consecutive only in the most appropriate settings, rather than relying on it as a coping strategy. Has an understanding of social norms within interactions and how these can be conveyed effectively in the target language, and give consideration to where socio-cultural bridging may be required. Is beginning to respond to and convey social norms within interactions, leading to smooth two-way interactions between participants.	Has been engaged in practice reflections. Reflections tend to be competency and skills based, supported by their training provider, mentors, Practice Assessor and Senior Practitioner. Recognises competency to include ability to manage demands and mitigate against these. Is able to self identify areas for improvement, but requires support to develop further. Is able to apply active monitoring in some interactions. Is able to reflect on professional response and instigate necessary repairs. Is developing greater reflexive awareness of their intrapersonal and emotional response to aspects of the assignment but needs support from Senior Practitioner in considering the impact of these and ways that these responses can be managed and utilised effectively.

TSLI & TSLI (Intralingual) - Competence Statements Embedding Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Interaction Management	Practice Reflection and Development Planning
has experience of applying interpreting and translation theories and models in practice. Is able to work without supervision and use these underpinning theories and models to inform their practice. Able to communicate how and where they have applied these theories and reflect on the success of their application.	Is able to take some action to respond to the assignment dynamics and is able to give clear reasoning for these decisions. has experience of applying and reflecting on ethical decision making. Is able to consider the wider context, including legislation, developing professional practices and the interaction dynamics to inform their decision making. Uses their knowledge of social norms and the roles of participants to inform their decision making.	Has independently managed two-way interactions and reacted effectively, either during or after the assignment, considering efficacy of actions taken, making plans for future development. Beginning to show ability to process, accurately, even under semantic or environmental pressure , with some reliance on extended processing time (time-lag), using contextual information and clarification to assure meaning. Is able to manage some sustained one-way interpretation, without excessive miscue or omissions. where the subject matter is familiar, they are supported and there is opportunity to seek clarification. Is becoming proficient in responding to and conveying social norms within interactions. Two-way interpreted interactions are beginning to reflect those expected norms.	Is engaged in practice reflection, with some support from their training provider, mentors, Practice Assessor and Senior Practitioner. Reflections and evaluation tend to be competency and skills based, although much of the reflection is now being led by the regulated trainee. Has an increased awareness of their own competency and is able to suggest ways that these can be further developed. Is able to reflect on professional response and instigate necessary repairs. Is able to reflexively identify intrapersonal and emotional response to aspects of the assignment as they occur. Has developed internal coping strategies to manage these and is able to reflect on these strategies with Senior Practitioner.

TSLI & TSLI (Intralingual) - Competence Statements Integrated Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Interaction Management	Practice Reflection and Development Planning
has extended experience of applying interpreting and translation theories and models in practice and is able to actively monitor, evaluate and adapt their practice during assignments. Is able to work without supervision and use these underpinning theories and models to inform their practice. Able to communicate how and where they have applied these theories and reflect on the success of their application.	Takes immediate action to respond to the assignment dynamics and is able to give clear reasoning for these decisions. Is beginning to be intuitive in their ethical decision making and is able to effectively communicate their reasoning. Is able to consider the wider context, including legislation, developing professional practices and the interaction dynamics to inform their decision making. Uses their knowledge of social norms in interactions to inform their decision making.	Has independently managed two-way interactions and reacted effectively, either during or after the assignment, considering efficacy of actions taken, making plans for future development. Is able to process accurately, even under semantic or environmental pressure , with some reliance on extended time-lag, using contextual information and clarification to assure meaning. Is able to manage sustained one-way interpretation without excessive miscue or omissions. Uses effective coping strategies to manage interactions, including one way sustained interpretation. Is proficient in responding to and conveying social norms within interactions. Two-way interpreted interactions reflect those expected norms, with minimal intrusion.	Continues to be engaged in practice reflection, with support from their training provider, mentors, Practice Assessor and Senior Practitioner. Content of sessions tends to be led by the regulated trainee. Reflective sessions continue to have some elements of competency based evaluation, however holistic reflection and debrief is also an intrinsic part of reflective sessions. Supervision is beginning to reflect that of Professional Supervision, rather than skills based discussions. Has an increased awareness of their own competency and aand is able to suggest ways that these can be further developed. Is able to reflect on professional response and instigate necessary repairs. Is able to reflexively identify intrapersonal and emotional response to aspects of the assignment as they occur. Has developed internal coping strategies to manage these and is able to reflect on these strategies with Senior Practitioner.

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TSLT - Competency Pathway - Foundation Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Translation Management	Practice Reflection and Development Planning
Has theoretical and some applied knowledge of interpreter theories and modes. Has had increasing opportunity to apply theory in practice. Has developing knowledge of 'genre' and is able to recognise key language features of each genre on sight. Has produced professional BSL translations to recorded video. Developing a theoretical understanding of how the linguistic features of fixed written English differs from features of spontaneous speech.	Works independently with planned supervision. Is able to assess their competency with some support when considering accepting assignments in new or unfamiliar domains Is able to analyse language for both recorded and sight translations and self advocate where more time is required for preparation. Is able to make appropriate professional and practice decisions, but needs some support in being confident that these were the most appropriate and safe choices. Is aware of legislative and best practice guidance to inform their decision making, but needs some support in reflecting on considering the impact of these on decision making. Is aware of how the genre of a text and the intended audience impacts the potential translation of the source text. But, may not fully conceive how this can be reflected in its entirety in the translation.	Has independently managed translation requests, with experience of analysing language and making decisions around the reflection of intention, register and tone. Is able to process between languages where language used is familiar and there is sufficient time to carry out preparation. Is becoming increasingly able to produce sight translations where time is given for preparation, including language analysis and research. Is beginning to respond to and convey linguistic features within sight translations , leading to faithful translations of the source text. Is developing their ability to produce live translations, from autocue. Has an understanding of how this differs from fixed text. due to the fact that this is reflective of spontaneous speech	Has been engaged in practice reflections. Reflections continue to be competency and skills based, supported by their training provider, mentors, Practice Assessor and Senior Practitioner. Recognises competency to include ability to manage demands and mitigate against these. Is able to identify how these may be have improved outcomes. Is able to self identify areas for improvement, but requires support to develop further. Is able to apply some reflexive considerations but continues to require support to explore these fully. Is able to reflect on professional response and instigate necessary repairs. Is developing greater reflexive awareness of their intrapersonal and emotional response to aspects of the assignment but continues to need support from Senior Practitioner in considering the impact of these and ways that these responses can be managed and utilised effectively.

TSLT - Competence Statements - Embedding Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Translation Management	Practice Reflection and Development Planning
Is developing an applied knowledge and understanding of interpreter models and theories. Is able to reflect on the impact these models and theories during assignments. Has a good understanding of 'genre' and is able to easily identify key language features of each genre on sight. Needs support to identify more subtle genre features. Has produced professional BSL translations to recorded video and sight translations. Has developing knowledge of how the linguistic features of written English differ from features of spontaneous speech.	Works independently with planned supervision, with increasing autonomy. Is able to assess their competency with when considering accepting assignments in new or unfamiliar domains Is able to analyse language for both recorded and sight translations and self advocate where more time is required for preparation. Is able to make appropriate professional and practice decisions, and shows increasing confident in justifying that these were the most appropriate and safe choices. Is aware of legislative and best practice guidance to inform their decision making, and is able to consider the impact of these on decision making. Is aware of how the genre of a text and the intended audience impacts the potential translation of the source text.	Has independently managed translation requests, with experience of analysing language and making decisions around the reflection of intention, register and tone. Is able to process between languages where language used is familiar and there is sufficient time to carry out preparation. Is able to take necessary steps to clarify meaning, either through seeking clarification, and/or undertaking effective research. Is able to produce sight translations where time is given for preparation, including language analysis and research. Responds to and conveys linguistic features within sight translations , leading to faithful translations of the source text. Is becoming confident in producing live translations, from autocue. Has good understanding of how this differs from fixed text and is beginning to reflect the features of spontaneous speech in their live translations.	Has been engaged in practice reflections. Reflections continue to be competency and skills based, supported by their training provider, mentors, Practice Assessor and Senior Practitioner. Further discussion is held regarding their management of translations and the trainee is able to lead on some of these discussions, using reflective methodology. Recognises competency to include ability to manage demands and mitigate against these. Is able to identify how these may be have improved outcomes. Is able to self identify areas for improvement, but requires support to develop further. Is able to reflect on professional response and instigate necessary repairs. Is able to reflexively identify intrapersonal and emotional response to aspects of the assignment as they occur. Has developed internal coping strategies to manage these and is able to reflect on these strategies with Senior Practitioner.

TSLT - Competence Statements - Integrated Knowledge and Skills

Functioning Knowledge	Autonomy and Decision Making	Translation Management	Practice Reflection and Development Planning
Has applied knowledge and understanding of interpreter models and theories. Is reflexive in their considerations of how this theory is applied in practice. Has applied knowledge of 'genre' and is able to easily identify key language features of each genre on sight as well as begin to analyse more subtle features of genre. Has produced professional BSL translations to recorded video and sight translations. Has applied knowledge of how the linguistic features of written English differ from features of spontaneous speech.	Works independently, effectively managing assignment requests and applying their knowledge and understanding to produce faithful translations. Is able to assess their competency with when considering accepting assignments in new or unfamiliar domains Is able to analyse language for both recorded and sight translations and self advocate where more time is required for preparation. Is able to make appropriate professional and practice decisions, and shows confidence in justifying that these were the most appropriate and safe choices. Is aware of legislative and best practice guidance to inform their decision making, and is able to consider the impact of these on decision making. Is aware of how the genre of a text and the intended audience impacts the potential translation of the source text.	Has independently managed translation requests, with experience of analysing language and making decisions around the reflection of intention, register and tone. Is able to process between languages even where language used is unfamiliar and there is sufficient time to carry out preparation. Is able to take necessary steps to clarify meaning, either through seeking clarification, and/or undertaking effective research. Is able to produce sight translations where time is given for preparation, including language analysis and research. Responds to and conveys linguistic features within sight translations , leading to faithful translations of the source text. Is confident in producing live translations, from autocue. Has good understanding of how this differs from fixed text and is able to reflect the features of spontaneous speech in their live translations.	Has been engaged in practice reflections. Whilst discussion continues around competency and skills, these discussions are now as a result of the trainees reflections and are increasingly led by the trainee. Recognises competency to include ability to manage demands and mitigate against these. Is able to identify how these may be have improved outcomes. Is able to self identify areas for improvement, and is able to consider suitable routes to achieve this improvement. Is able to apply reflexivity in their consideration of practice. Is able to take mitigating actions during live translations to review and repair their production. Is able to reflect on professional practice and instigate necessary repairs. Has clear plans for their own, professional development, beyond qualification. Is able to reflexively identify intrapersonal and emotional response to aspects of the assignment as they occur. Has developed internal coping strategies to manage these and is able to reflect on these strategies with Senior Practitioner.

Regulated Trainee Sign Language Interpreter and Regulated Trainee Sign Language Interpreter – Relay/Intralingual

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Regulated Trainee Sign Language Translator

Frequently Asked Questions

Can my course assessor/tutor also be my Senior Practitioner?

Yes. However, you can choose to have a separate Senior Practitioner.

Is there a current list of Practice Assessors and Senior Practitioners?

NRCPD is currently developing a list of Practice Assessors and Senior Practitioners. We will soon be making specific training available to increase the pool of Practice Assessors and Senior Practitioners.

For now, we recommend engaging with the assessor of your specific course as both your Practice Assessor and Senior Practitioner.

For more information please email enquiries@nrcpd.org.uk

Can I use my course tutorials as Senior Practitioner review meetings?

Yes. Course tutorials are a good place to reflect on your development and plan your progression.

Do I need to provide evidence of my review meetings?

Yes. We only need the dates of your review meetings and confirmation that these meetings have taken place.

Your Senior Practitioner will confirm the details on their Senior Practitioners Portal

Can I use my course assessments as my Annual Assessment?

Yes. The assessments must have been signed off, by your practice assessor, within the last three months before your registration application.

Do I need to provide evidence of my completed and passed assessment

Yes. You will be able to upload the completed assessment mark sheet(s) as part of your application.

I have passed all my exams, and I am waiting for my certificate to upgrade to registered, do I still need to upload an assessment?

You can upload confirmation from your senior practitioner/practice assessor that you are awaiting certification to upgrade to registered status.