American Sign Language (ASL) Instructor Opportunities

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.

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.

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.

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.

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…