Education:
60%
Master's Degree
25%
Bachelor's Degree
Instructional Coordinator
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Job Outlook:
As fast as average
Education:
Master's degree
Salary
High:
$105,210.00
Average:
$73,080.00
Hourly
Average:
$35.14
What they do:
Develop instructional material, coordinate educational content, and incorporate current technology into instruction in order to provide guidelines to educators and instructors for developing curricula and conducting courses. May train and coach teachers. Includes educational consultants and specialists, and instructional material directors.
On the job, you would:
- Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.
- Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
- Interpret and enforce provisions of state education codes and rules and regulations of state education boards.
Important Qualities
Analytical skills. Instructional coordinators evaluate student test data and teaching strategies. Based on their analysis, they recommend improvements in curriculums and teaching.
Communication skills. Instructional coordinators need to clearly explain changes in the curriculum and teaching standards to school staff.
Decision-making skills. Instructional coordinators must be decisive when recommending changes to curriculums, teaching methods, and textbooks.
Interpersonal skills. Instructional coordinators need to be able to establish and maintain positive working relationships with teachers, principals, and other administrators.
Leadership skills. Instructional coordinators serve as mentors to teachers. They train teachers in developing useful and effective teaching techniques.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
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91% | Integrity - Job requires being honest and ethical. | |
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90% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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89% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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88% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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87% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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87% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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86% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
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85% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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82% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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81% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
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81% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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81% | Persistence - Job requires persistence in the face of obstacles. | |
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78% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
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76% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
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75% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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70% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
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95% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
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67% | Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
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83% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
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83% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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78% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
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64% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
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61% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
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85% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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81% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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81% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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78% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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78% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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75% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
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75% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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72% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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72% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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69% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
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69% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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69% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
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69% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
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66% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
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68% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
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66% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. |
Job Details
Responsibilities
Modify teaching methods or materials to accommodate student needs.
Evaluate effectiveness of educational programs.
Evaluate effectiveness of educational programs.
Assess educational needs of students.
Develop instructional objectives.
Create technology-based learning materials.
Develop instructional materials.
Create technology-based learning materials.
Develop instructional materials.
Develop instructional materials.
Evaluate effectiveness of educational programs.
Edit documents.
Assess educational needs of students.
Advise educators on curricula, instructional methods, or policies.
Advise educators on curricula, instructional methods, or policies.
Advise educators on curricula, instructional methods, or policies.
Evaluate effectiveness of educational programs.
Research topics in area of expertise.
Teach others to use technology or equipment.
Serve on institutional or departmental committees.
Train staff members.
Advise educators on curricula, instructional methods, or policies.
Advise educators on curricula, instructional methods, or policies.
Order instructional or library materials or equipment.
Enforce rules or policies governing student behavior.
Evaluate effectiveness of educational programs.
Research topics in area of expertise.
Evaluate performance of educational staff.
Write grant proposals.
Modify teaching methods or materials to accommodate student needs.
Promote educational institutions or programs.
Advise students on academic or career matters.
Organize informational materials.
Direct activities of subordinates.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
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100% | Electronic Mail - How often do you use electronic mail in this job? | |
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100% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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99% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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96% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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96% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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89% | Telephone - How often do you have telephone conversations in this job? | |
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79% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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78% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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75% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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74% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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66% | Public Speaking - How often do you have to perform public speaking in this job? | |
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66% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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65% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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97% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
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91% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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89% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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88% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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88% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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86% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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85% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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81% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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80% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
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79% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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78% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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78% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
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76% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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73% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
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72% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
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71% | Providing Consultation and Advice to Others - Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. | |
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71% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
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69% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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68% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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68% | Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
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68% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
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67% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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67% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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65% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. |
What Instructional Coordinators Do
Instructional coordinators need a master's degree and related work experience.
Instructional coordinators oversee school curriculums and teaching standards. They develop educational material, implement it with teachers and principals, and assess its effectiveness.
Duties
Instructional coordinators typically do the following:
- Develop and implement the curriculums
- Plan, organize, and conduct teacher training, conferences, or workshops
- Analyze students' test data
- Assess and discuss the curriculum standards with school staff
- Review and suggest textbooks and other educational materials
- Recommend teaching techniques and the use of different or new technologies
- Develop procedures for teachers to implement a curriculum
- Train teachers and other instructional staff in new content or programs
- Mentor or coach teachers to improve their skills
Instructional coordinators, also known as curriculum specialists, evaluate the effectiveness of curriculums and teaching techniques established by school boards, states, or federal regulations. They observe teachers in the classroom, review student test data, and discuss the curriculum with the school staff. Based on their research, they may recommend changes in curriculums to the school board.
Instructional coordinators may conduct training for teachers related to teaching or technology. For example, instructional coordinators explain new learning standards to teachers and demonstrate effective teaching methods to achieve them.
Instructional coordinators may specialize in particular grade levels or specific subjects. Those in elementary and secondary schools may focus on programs such as special education or English as a second language.
Work Environment
Instructional coordinators held about 216,600 jobs in 2022. The largest employers of instructional coordinators were as follows:
| Elementary and secondary schools; state, local, and private | 43% |
| Colleges, universities, and professional schools; state, local, and private | 18 |
| Educational support services; state, local, and private | 8 |
| Government | 7 |
Most instructional coordinators work in elementary and secondary schools, colleges, professional schools, or educational support services or for state and local governments. They typically work year round.
Work Schedules
Instructional coordinators generally work full time. They typically work year round and do not have summer breaks. Coordinators may meet with teachers and other administrators outside of classroom hours.
Getting Started
How to Become an Instructional Coordinator
Instructional coordinators need to be able to train teachers on the newest teaching techniques and tools.
Instructional coordinators typically need a master’s degree and related work experience, such as in teaching or school administration, to enter the occupation. Coordinators in public schools may be required to have a state-issued license.
Education
Instructional coordinators in public schools are required to have a master’s degree in education or curriculum and instruction. Some instructional coordinators need a degree in a specialized field, such as math or history.
Master’s degree programs in curriculum and instruction teach about curriculum design, instructional theory, and collecting and analyzing data. To enter these programs, candidates usually need a bachelor’s degree in education.
Licenses, Certifications, and Registrations
Instructional coordinators in public schools may be required to have a license, such as a teaching license or an education administrator license. For information about teaching licenses, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers. For information about education administrator licenses, see the profile on elementary, middle, and high school principals. Check with your state’s Board of Education for specific license requirements.
Work Experience in a Related Occupation
Most instructional coordinators need several years of related work experience as a teacher or an instructional leader. For some positions, experience teaching a specific subject or grade level is required.
Advancement
With enough experience and more education, instructional coordinators may become superintendents.
Job Outlook
Employment of instructional coordinators is projected to grow 2 percent from 2022 to 2032, about as fast as the average for all occupations.
About 19,200 openings for instructional coordinators are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
States and school districts will continue to be held accountable for test scores and graduation rates, putting more of an emphasis on student achievement data. Schools may increasingly turn to instructional coordinators to develop better curriculums and improve teachers’ effectiveness. The training that instructional coordinators provide for teachers in curriculum changes and teaching techniques should help schools meet their standards in student achievement. As schools seek additional training for teachers, demand for instructional coordinators is projected to grow.
Contacts for More Information
For more information about instructional coordinators, visit
ASCD (formerly the Association for Supervision and Curriculum Development)
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of instructional coordinators.
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|---|---|---|---|---|
|
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Master's degree | $101,320 |
|
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Bachelor's degree | $62,360 |
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|
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|
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Bachelor's degree | $61,810 |
|
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|
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|
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|
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Bachelor's degree | $62,950 |
|
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|
Training and Development Specialists |
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|
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|
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