Summary Report for:
25-9031.00 - Instructional Coordinators
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.
The occupation code you requested, 25-9031.01 (Instructional Designers and Technologists), is no longer in use. In the future, please use 25-9031.00 (Instructional Coordinators) instead.
Sample of reported job titles: Curriculum and Instruction Director, Curriculum Coordinator, Curriculum Director, Curriculum Specialist, Education Specialist, Instructional Designer, Instructional Systems Specialist, Instructional Technologist, Learning Development Specialist, Program Administrator
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- 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.
- Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
- Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
- Advise and teach students.
- Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
- Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
- Address public audiences to explain program objectives and to elicit support.
- Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
- Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.
- Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
- Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
- Adapt instructional content or delivery methods for different levels or types of learners.
- Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.
- Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.
- Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.
- Define instructional, learning, or performance objectives.
- Design instructional aids for stand-alone or instructor-led classroom or online use.
- Design learning products, including Web-based aids or electronic performance support systems.
- Develop instructional materials, such as lesson plans, handouts, or examinations.
- Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.
- Develop measurement tools to evaluate the effectiveness of instruction or training interventions.
- Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.
- Interview subject-matter experts or conduct other research to develop instructional content.
- Present and make recommendations regarding course design, technology, and instruction delivery options.
- Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.
- Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.
- Research and evaluate emerging instructional technologies or methods.
- Teach instructors to use instructional technology or to integrate technology with teaching.
- Charting software — SmartDraw VP
- Cloud-based data access and sharing software — Microsoft SharePoint
- Computer based training software — Common Curriculum; EasyCBM; Moodle; Schoology (see all 20 examples)
- Data base management system software — Oracle PL/SQL
- Data base user interface and query software — Blackboard software; Microsoft Access ; Structured query language SQL
- Desktop communications software — Edmodo
- Desktop publishing software — Adobe Systems Adobe FrameMaker; Adobe Systems Adobe InDesign ; Microsoft Publisher; Performance Technology Associates DocuTools
- Development environment software — Adobe Systems Adobe ActionScript
- Document management software — Adobe Systems Adobe Acrobat ; Vasont Content Management System
- Electronic mail software — Email software; Microsoft Outlook
- Enterprise application integration software — Extensible markup language XML
- Graphical user interface development software — Adobe Systems Adobe RoboHelp
- Graphics or photo imaging software — Adobe Systems Adobe Creative Cloud ; Adobe Systems Adobe Flash; Adobe Systems Adobe Illustrator ; Adobe Systems Adobe Photoshop (see all 7 examples)
- Human resources software — Human resource management software HRMS
- Internet browser software — Web browser software
- Multi-media educational software — Edpuzzle; Kahoot; Seesaw
- Music or sound editing software — Audacity; Sony Sound Forge
- Network conferencing software — Adobe Systems Adobe Connect; Microsoft Office SharePoint Server MOSS; Webinar software
- Object or component oriented development software — Oracle Java
- Office suite software — Corel WordPerfect Office Suite; Microsoft Office
- Presentation software — Adobe Systems Adobe Presenter; Microsoft PowerPoint ; Poll Everywhere
- Process mapping and design software — Microsoft Visio
- Project management software — etouches; Google Classroom; Microsoft Project
- Spreadsheet software — IBM Lotus 1-2-3; Microsoft Excel
- Video creation and editing software — Adobe Systems Adobe After Effects ; Flipgrid; Screencast-O-Matic; WeVideo (see all 9 examples)
- Web page creation and editing software — Adobe Systems Adobe Dreamweaver; Adobe Systems Adobe Flash Player; Nvu; SeaMonkey (see all 6 examples)
- Word processing software — Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- Desktop computers
- Digital camcorders or video cameras — Digital camcorders
- Digital cameras
- Digital video disk players or recorders — Digital video disk DVD players
- Graphics tablets — Digital paper
- Laser printers — Computer laser printers
- Mobile phones — Smartphones
- MP3 players or recorders — MP3 players
- Multimedia projectors — Multimedia projection equipment
- Notebook computers — Laptop computers
- Overhead projectors — Overhead display projectors
- Personal computers
- Photocopiers — Photocopying equipment
- Scanners — Computer data input scanners
- Special purpose telephones — Multi-line telephone systems
- Tablet computers
- Touch screen monitors — Interactive whiteboards
- Video cassette players or recorders — Video cassette recorders VCR
- Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
- Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
- Personnel and Human Resources — Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
- Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
- Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.
- Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
- Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
- Administrative — Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology.
- Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
- Instructing — Teaching others how to do something.
- Speaking — Talking to others to convey information effectively.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Coordination — Adjusting actions in relation to others' actions.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Service Orientation — Actively looking for ways to help people.
- Time Management — Managing one's own time and the time of others.
- Persuasion — Persuading others to change their minds or behavior.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Negotiation — Bringing others together and trying to reconcile differences.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Speech Clarity — The ability to speak clearly so others can understand you.
- 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.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- 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).
- 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.
- 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).
- Far Vision — The ability to see details at a distance.
- Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
- Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
- Number Facility — The ability to add, subtract, multiply, or divide quickly and correctly.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- 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.
- Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Judging the Qualities of Objects, Services, or People — Assessing the value, importance, or quality of things or people.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.
- Communicating with People Outside the Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
- Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Detailed Work Activities
- Evaluate performance of educational staff.
- Train staff members.
- Enforce rules or policies governing student behavior.
- Serve on institutional or departmental committees.
- Advise educators on curricula, instructional methods, or policies.
- Advise students on academic or career matters.
- Write grant proposals.
- Order instructional or library materials or equipment.
- Modify teaching methods or materials to accommodate student needs.
- Evaluate effectiveness of educational programs.
- Research topics in area of expertise.
- Promote educational institutions or programs.
- Organize informational materials.
- Direct activities of subordinates.
- Develop instructional materials.
- Assess educational needs of students.
- Create technology-based learning materials.
- Develop instructional objectives.
- Edit documents.
- Teach others to use technology or equipment.
- Electronic Mail — 100% responded “Every day.”
- Indoors, Environmentally Controlled — 100% responded “Every day.”
- Face-to-Face Discussions — 95% responded “Every day.”
- Duration of Typical Work Week — 94% responded “More than 40 hours.”
- Contact With Others — 83% responded “Constant contact with others.”
- Work With Work Group or Team — 82% responded “Extremely important.”
- Telephone — 23% responded “Once a week or more but not every day.”
- Coordinate or Lead Others — 61% responded “Extremely important.”
- Structured versus Unstructured Work — 41% responded “Some freedom.”
- Freedom to Make Decisions — 50% responded “A lot of freedom.”
- Responsibility for Outcomes and Results — 50% responded “High responsibility.”
- Public Speaking — 41% responded “Once a week or more but not every day.”
- Time Pressure — 54% responded “Once a month or more but not every week.”
- Deal With External Customers — 28% responded “Extremely important.”
- Spend Time Sitting — 39% responded “More than half the time.”
- Impact of Decisions on Co-workers or Company Results — 35% responded “Very important results.”
- Letters and Memos — 42% responded “Once a week or more but not every day.”
- Frequency of Decision Making — 54% responded “Once a year or more but not every month.”
- Importance of Being Exact or Accurate — 32% responded “Fairly important.”
- Physical Proximity — 36% responded “I work with others but not closely (e.g., private office).”
- Frequency of Conflict Situations — 43% responded “Once a month or more but not every week.”
|Title||Job Zone Five: Extensive Preparation Needed|
|Education||Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).|
|Related Experience||Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.|
|Job Training||Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.|
|Job Zone Examples||These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, neurologists, and veterinarians.|
|SVP Range||(8.0 and above)|
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- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
- Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
- Integrity — Job requires being honest and ethical.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- 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.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Persistence — Job requires persistence in the face of obstacles.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
- 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.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
- 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.
Wages & Employment Trends
|Median wages (2020)||$32.20 hourly, $66,970 annual|
|Employment (2020)||190,400 employees|
|Projected growth (2020-2030)||Average (5% to 10%)|
|Projected job openings (2020-2030)||20,400|
|Top industries (2020)|
Source: Bureau of Labor Statistics 2020 wage data and 2020-2030 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2020-2030). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- American Association for Vocational Instructional Materials
- American Educational Research Association
- Association for Career and Technical Education
- Association for Computing Machinery
- Association for Distance Education and Independent Learning
- Association for Educational Communications and Technology
- Association for Middle Level Education
- Association for Talent Development
- Council for Exceptional Children
- International Literacy Association
- International Society for Technology in Education
- Learning Forward
- National Association for the Education of Young Children
- National Career Development Association
- National Council for the Social Studies
- National Council of Teachers of English
- National Council of Teachers of Mathematics
- National Education Association
- National Science Teachers Association
- Occupational Outlook Handbook: Instructional coordinators
- Online Learning Consortium
- United States Distance Learning Association