American Sign Language (ASL) Instructor Opportunities

Concorde Education; California (MO); On-site; USD 40,000 - 70,000; Part time

Job summary

Concorde Education seeks qualified American Sign Language instructors for potential independent contractor assignments with K–12 students. Ideal candidates bring ASL proficiency, knowledge of Deaf culture, and experience in language instruction or education.

Instructors may deliver hands-on lessons, demonstrations, and interactive activities, adapting to program needs, site requirements, and safety policies. Compensation is negotiated per assignment and could vary by location and scope.

Qualifications

• Proficiency in American Sign Language.
• Knowledge of Deaf culture and respectful communication.
• Experience teaching or tutoring K–12 students.
• Ability to demonstrate signs clearly and teach developmentally.
• Strong communication, organization, and classroom management.
• Ability to create an engaging, inclusive learning environment.
• Reliability and professionalism for independent school-based work.
• Relevant ASL qualifications welcome but not required.

Responsibilities

• Guide ASL fundamentals and practical communication.
• Incorporate demonstrations, partner activities, and interactive drills.
• Deliver lessons with safety and site requirements in mind.
• Support visual learning and student participation.

Job description

POTENTIAL INDEPENDENT CONTRACTOR INSTRUCTIONAL ASSIGNMENTS

ABOUT THE OPPORTUNITY

Concorde Education is seeking qualified and engaging American Sign Language (ASL) instructors for potential independent contractor instructional assignments with K–12 students. This opportunity is ideal for individuals with experience in American Sign Language, Deaf culture, language instruction, education, or related fields who enjoy helping students develop practical communication skills through interactive, hands‑on learning. Independent contractors may be considered for assignments based on program needs, qualifications, experience, availability, location, and other assignment‑specific requirements. This posting does not constitute an offer of employment or guarantee any placement, assignment, number of hours, or future opportunities.

ASSIGNMENT SCOPE

Depending on the specific assignment, an ASL instructor may guide students through the fundamentals of American Sign Language while building practical communication skills and an understanding of Deaf culture. Instruction may include:

• ASL vocabulary and common expressions
• Fingerspelling and the manual alphabet
• Numbers and number‑related signs
• Greetings and introductions
• Question formation
• Facial expressions and non‑manual signals
• Introductory conversational ASL
• Using ASL in everyday situations
• Differences between ASL structure and spoken English
• Visual communication and receptive signing skills
• Deaf culture and Deaf history
• Accessibility and inclusion
• Respectful communication practices
• Influential individuals and organizations within the Deaf community

Programs should emphasize active participation and visual learning through demonstrations, partner activities, games, guided conversations, and other interactive exercises. Independent contractors retain appropriate instructional discretion in determining how best to deliver program objectives, subject to the agreed‑upon program scope, student needs, site requirements, and applicable safety policies.

EXAMPLE PROGRAM TOPICS AND PROJECTS

Depending on the program structure, student age group, and available resources, activities and final projects may include:

• ASL Conversation
  Students participate in a live or recorded conversation demonstrating vocabulary, appropriate facial expressions, receptive skills, and introductory ASL communication.
• Personal Introduction in ASL
  Students create a signed presentation introducing themselves and communicating information about their interests, family, school, hobbies, or daily life.
• ASL Vocabulary Portfolio
  Students develop a collection of signs and phrases learned throughout the program, organized around themes, topics, or real‑world situations.
• Deaf Culture Exploration Project
  Students research and present a topic related to Deaf culture, Deaf history, accessibility, or an influential individual or organization within the Deaf community. Projects should help students demonstrate growth in foundational ASL communication, visual language development, cultural awareness, and confidence using introductory American Sign Language.

QUALIFICATIONS

Strong candidates may have one or more of the following:

• Proficiency in American Sign Language
• Knowledge of Deaf culture and respectful communication practices
• Experience teaching, tutoring, mentoring, coaching, or working with K–12 students
• Professional, academic, or community experience involving ASL or the Deaf community
• Ability to demonstrate signs clearly and provide developmentally appropriate instruction
• Strong communication, organization, and classroom‑management skills
• Ability to create an engaging, supportive, and inclusive learning environment
• Reliability and professionalism when working independently in a school or youth‑program setting
• Relevant degrees, certifications, ASL coursework, interpreting experience, education credentials, or other professional qualifications are welcome but may not be required for every assignment.

MATERIALS AND RESOURCES

Program materials and resources may vary by assignment. Contractors may be provided with a curriculum framework, learning objectives, or other program‑specific information while retaining appropriate discretion over instructional delivery.

Any purchases or expenses for which reimbursement is expected must receive prior written approval.

Reimbursement is not guaranteed for materials or expenses that have not been approved in advance.

Contractors are expected to follow applicable site safety procedures and to modify or discontinue an activity when necessary due to safety concerns, facility limitations, student needs, or site requirements.

COMPENSATION

Compensation varies by assignment and may depend on factors including location, program requirements, instructor experience, subject‑matter expertise, schedule, and assignment complexity.

Compensation for an independent contractor assignment will be mutually agreed upon before the assignment is confirmed. Contractors may propose or counteroffer a rate when appropriate.

Submission of an application, discussion of a potential rate, or completion of onboarding does not guarantee an assignment.

APPLICATION AND ONBOARDING

Applicants selected to move forward may be invited to create a contractor profile and complete any required onboarding steps.

Completion of a profile, interview, onboarding documentation, or other preliminary steps does not guarantee placement, an assignment, any minimum number of hours, or future instructional opportunities.

Any potential assignment remains contingent upon factors that may include:

• Appropriate fit for the specific program
• Mutually agreed compensation
• Availability and scheduling
• School or program‑site approval, when applicable
• Completion of legally required clearances or background‑review processes
• Final written confirmation of the assignment

Where background information is considered, Concorde Education follows applicable federal, state, and local laws, including applicable Fair Chance requirements and pre‑adverse‑action procedures.

Applicants should not provide criminal‑history information unless and until it is lawfully requested as part of the applicable process.

EQUAL OPPORTUNITY

Concorde Education is committed to providing equal opportunities and considers qualified individuals for independent contractor assignments without unlawful discrimination based on race, color, religion, sex, pregnancy, national origin, age, disability, genetic information, veteran status, sexual orientation, gender identity or expression, or any other status protected by applicable law. We value instructors who can create welcoming, respectful, and engaging learning environments for students from diverse backgrounds and communities.