Instructional Coordinators
Tasks Include:
- Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
- Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
- Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
- Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
- Interpret and enforce provisions of state education codes and rules and regulations of state education boards.
- Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
- Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.
more »
The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Projections Quick View:
Virginia: +11.2%
National: +7.3%
Education
Master's Degree
Job Zone:
Five: Extensive Preparation Needed
Income Range:
Highest ($50,000 and up)
Median Earnings:
National
$66,490.00
State
$73,710.00
Regional
Instructional Coordinators
Description
Career Cluster: | Education & Training |
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 data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Education
Required Level of Education
- Master's Degree = 59.84%
- Bachelor's Degree = 24.83%
- Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree but do not meet the requirements of academic degrees at the doctoral level. = 10.85%
- First Professional Degree - awarded for completion of a program that: requires at least 2 years of college work before entrance into the program, includes a total of at least 6 academic years of work to complete, and provides all remaining academic requirements to begin practice in a profession. = 4.21%
- Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 0.14%
- Doctoral Degree = 0.14%
Related Work Experience
- Over 2 years, up to and including 4 years = 32.44%
- Over 6 years, up to and including 8 years = 28.32%
- Over 4 years, up to and including 6 years = 16.81%
- None = 10.98%
- Over 1 year, up to and including 2 years = 10.98%
- Over 10 years = 0.33%
- Over 3 months, up to and including 6 months = 0.14%
On-Site or In-Plant Training
- None = 39.52%
- Over 1 year, up to and including 2 years = 21.97%
- Up to and including 1 month = 15.30%
- Over 6 months, up to and including 1 year = 11.11%
- Over 2 years, up to and including 4 years = 10.88%
- Over 3 months, up to and including 6 months = 0.49%
- Over 1 month, up to and including 3 months = 0.42%
- Over 4 years, up to and including 10 years = 0.31%
On-the-Job Training
- Over 2 years, up to and including 4 years = 21.87%
- Anything beyond short demonstration, up to and including 1 month = 19.12%
- Over 6 months, up to and including 1 year = 16.25%
- Over 1 month, up to and including 3 months = 15.86%
- None or short demonstration = 15.56%
- Over 1 year, up to and including 2 years = 10.85%
- Over 3 months, up to and including 6 months = 0.49%
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Tasks
Core Tasks Include:
- Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
- Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
- Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
- Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
- Interpret and enforce provisions of state education codes and rules and regulations of state education boards.
- Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
- Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.
- 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.
- Advise and teach students.
Supplemental Tasks Include:
- 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.
Tasks Include:
- 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.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Tools and Technology
Tools Include:
- Desktop computers
- Digital video disk players or recorders (Digital video disk DVD players)
- Touch screen monitors (Interactive whiteboards)
- Notebook computers (Laptop computers)
- Overhead projectors (Overhead display projectors)
- Personal computers
- Photocopiers (Photocopying equipment)
- Video cassette players or recorders (Video cassette recorders VCR)
Technologies Include:
- Charting software
- Microsoft Office Visio
- Computer based training software
- Adobe Systems Adobe Captivate
- Articulate Rapid E-Learning Studio
- Desktop publishing software
- Adobe Systems Adobe FrameMaker
- Microsoft Publisher
- Document management software
- Adobe Systems Adobe Acrobat software
- Electronic mail software
- Email software
- Graphics or photo imaging software
- Adobe Systems Adobe Illustrator
- Adobe Systems Adobe Photoshop software
- Internet browser software
- Web browser software
- Office suite software
- Microsoft Office software
- Presentation software
- Microsoft PowerPoint
- Spreadsheet software
- IBM Lotus 1-2-3
- Microsoft Excel
- Web page creation and editing software
- Adobe Systems Adobe Dreamweaver
- Adobe Systems Adobe Flash Player
- Web platform development software
- Hypertext markup language HTML
- JavaScript
- Word processing software
- Corel WordPerfect software
- Microsoft Word
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Knowledge
% | Subject | Description |
---|---|---|
94.50 | 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. |
83.00 | English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
69.75 | 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. |
67.00 | Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
65.00 | Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
61.75 | 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. |
61.75 | 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. |
60.25 | 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. |
58.75 | 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. |
57.00 | Sociology and Anthropology | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins. |
55.25 | 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. |
53.50 | 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. |
52.75 | 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. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Skills
% | Subject | Description |
---|---|---|
81.25 | Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
78.00 | Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
78.00 | Speaking | Talking to others to convey information effectively. |
78.00 | Instructing | Teaching others how to do something. |
75.00 | Reading Comprehension | Understanding written sentences and paragraphs in work-related documents. |
75.00 | 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. |
75.00 | Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
72.00 | Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
72.00 | Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
72.00 | Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. |
72.00 | Coordination | Adjusting actions in relation to others' actions. |
72.00 | Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
68.75 | Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
65.50 | Service Orientation | Actively looking for ways to help people. |
65.50 | Time Management | Managing one's own time and the time of others. |
56.25 | Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
56.25 | Persuasion | Persuading others to change their minds or behavior. |
56.25 | 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. |
53.00 | Negotiation | Bringing others together and trying to reconcile differences. |
53.00 | Management of Personnel Resources | Motivating, developing, and directing people as they work, identifying the best people for the job. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Abilities
% | Subject | Description |
---|---|---|
84.50 | Written Comprehension | The ability to read and understand information and ideas presented in writing. |
81.25 | Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
81.25 | Written Expression | The ability to communicate information and ideas in writing so others will understand. |
78.00 | Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
78.00 | Speech Clarity | The ability to speak clearly so others can understand you. |
75.00 | 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. |
75.00 | Speech Recognition | The ability to identify and understand the speech of another person. |
72.00 | Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
72.00 | Near Vision | The ability to see details at close range (within a few feet of the observer). |
68.75 | 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. |
68.75 | Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
68.75 | 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). |
68.75 | Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
65.50 | 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). |
53.00 | Memorization | The ability to remember information such as words, numbers, pictures, and procedures. |
53.00 | Far Vision | The ability to see details at a distance. |
50.00 | Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. |
50.00 | Number Facility | The ability to add, subtract, multiply, or divide quickly and correctly. |
50.00 | 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. |
50.00 | Visualization | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
50.00 | Selective Attention | The ability to concentrate on a task over a period of time without being distracted. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Work Activities
% | Subject | Description |
---|---|---|
90.75 | Establishing and Maintaining Interpersonal Relationships | Developing constructive and cooperative working relationships with others, and maintaining them over time. |
88.50 | Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
88.25 | Training and Teaching Others | Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
87.50 | Organizing, Planning, and Prioritizing Work | Developing specific goals and plans to prioritize, organize, and accomplish your work. |
86.25 | Working with Computers | Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
84.50 | Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
80.75 | Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
79.75 | Analyzing Data or Information | Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
79.00 | Developing Objectives and Strategies | Establishing long-range objectives and specifying the strategies and actions to achieve them. |
78.50 | Coaching and Developing Others | Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
78.00 | Developing and Building Teams | Encouraging and building mutual trust, respect, and cooperation among team members. |
76.50 | Updating and Using Relevant Knowledge | Keeping up-to-date technically and applying new knowledge to your job. |
72.75 | Scheduling Work and Activities | Scheduling events, programs, and activities, as well as the work of others. |
72.25 | Processing Information | Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
70.75 | 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. |
70.75 | Providing Consultation and Advice to Others | Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
69.00 | Interpreting the Meaning of Information for Others | Translating or explaining what information means and how it can be used. |
68.00 | Thinking Creatively | Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
67.75 | Monitoring Processes, Materials, or Surroundings | Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
67.75 | Performing Administrative Activities | Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
67.25 | Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
66.75 | Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
65.00 | Judging the Qualities of Objects, Services, or People | Assessing the value, importance, or quality of things or people. |
61.00 | Guiding, Directing, and Motivating Subordinates | Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
57.75 | Coordinating the Work and Activities of Others | Getting members of a group to work together to accomplish tasks. |
57.25 | Assisting and Caring for Others | Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
56.50 | Monitoring and Controlling Resources | Monitoring and controlling resources and overseeing the spending of money. |
55.75 | 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. |
55.50 | 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. |
55.25 | Resolving Conflicts and Negotiating with Others | Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Work Styles
% | Subject | Description |
---|---|---|
91.00 | Integrity | Job requires being honest and ethical. |
89.50 | Initiative | Job requires a willingness to take on responsibilities and challenges. |
89.25 | Leadership | Job requires a willingness to lead, take charge, and offer opinions and direction. |
88.25 | Dependability | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
86.75 | Cooperation | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
86.75 | Adaptability/Flexibility | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
85.75 | 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. |
84.75 | Attention to Detail | Job requires being careful about detail and thorough in completing work tasks. |
82.00 | Concern for Others | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
81.00 | Innovation | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
80.75 | Stress Tolerance | Job requires accepting criticism and dealing calmly and effectively with high-stress situations. |
80.50 | Persistence | Job requires persistence in the face of obstacles. |
78.00 | Analytical Thinking | Job requires analyzing information and using logic to address work-related issues and problems. |
75.75 | Achievement/Effort | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
75.00 | Self-Control | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
70.00 | Social Orientation | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Work Values
% | Subject | Description |
---|---|---|
83.33 | 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. |
83.33 | Independence | Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
77.83 | 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. |
63.83 | 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. |
61.17 | 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. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Work Context
% | Subject | Description |
---|---|---|
100.00 | Electronic Mail | How often do you use electronic mail in this job? |
99.80 | Indoors, Environmentally Controlled | How often does this job require working indoors in environmentally controlled conditions? |
99.00 | Face-to-Face Discussions | How often do you have to have face-to-face discussions with individuals or teams in this job? |
96.60 | 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? |
96.40 | Work With Work Group or Team | How important is it to work with others in a group or team in this job? |
91.20 | Telephone | How often do you have telephone conversations in this job? |
83.00 | Coordinate or Lead Others | How important is it to coordinate or lead others in accomplishing work activities in this job? |
82.20 | 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? |
80.40 | Freedom to Make Decisions | How much decision making freedom, without supervision, does the job offer? |
79.40 | Responsibility for Outcomes and Results | How responsible is the worker for work outcomes and results of other workers? |
72.80 | Public Speaking | How often do you have to perform public speaking in this job? |
72.60 | Time Pressure | How often does this job require the worker to meet strict deadlines? |
72.00 | Deal With External Customers | How important is it to work with external customers or the public in this job? |
71.80 | Spend Time Sitting | How much does this job require sitting? |
71.40 | Impact of Decisions on Co-workers or Company Results | What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? |
68.60 | Letters and Memos | How often does the job require written letters and memos? |
67.00 | Frequency of Decision Making | How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
65.20 | Importance of Being Exact or Accurate | How important is being very exact or highly accurate in performing this job? |
63.60 | Physical Proximity | To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
61.00 | Frequency of Conflict Situations | How often are there conflict situations the employee has to face in this job? |
59.40 | Level of Competition | To what extent does this job require the worker to compete or to be aware of competitive pressures? |
59.00 | Deal With Unpleasant or Angry People | How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? |
58.40 | Spend Time Standing | How much does this job require standing? |
56.00 | Sounds, Noise Levels Are Distracting or Uncomfortable | How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
53.80 | Importance of Repeating Same Tasks | How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Job Zone Five: Extensive Preparation Needed
- Overall 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.
- 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, physician assistants, and veterinarians.
- 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).
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Earnings Benefits*
Region | Entry Level | Median | Experienced |
---|---|---|---|
United States | $42,000.00 | $66,490.00 | $84,900.00 |
Virginia | $38,340.00 | $73,710.00 | $93,220.00 |
Region | Entry Level | Median | Experienced |
Alexandria/Arlington | $59,112.95 | $94,821.63 | $118,011.98 |
Bay Consortium | $48,141.87 | $74,270.99 | $95,459.23 |
Capital Region Workforce Partnership | $44,380.66 | $64,426.62 | $83,483.99 |
Central VA/Region2000 | $37,562.29 | $48,578.02 | $61,137.90 |
Crater Area | $54,893.78 | $85,398.87 | $94,008.54 |
Greater Peninsula | $43,206.19 | $69,334.27 | $85,384.33 |
Hampton Roads | $52,184.50 | $80,881.67 | $91,017.84 |
New River/Mt. Rogers | $36,942.35 | $47,734.81 | $58,594.77 |
Northern Virginia | $59,652.93 | $92,497.61 | $113,648.47 |
Piedmont Workforce | $45,757.63 | $66,319.69 | $82,669.86 |
Shenandoah Valley | No Data | No Data | No Data |
South Central | $39,560.24 | $53,005.91 | $66,352.92 |
Southwestern Virginia | $35,659.88 | $48,232.22 | $56,658.08 |
West Piedmont | $36,177.02 | $49,655.91 | $64,482.70 |
Western Virginia | $37,211.30 | $43,117.92 | $62,160.76 |
* Earnings Calculations:
Regional Earnings:
Entry = Annual mean of the lower 1/3 wage distribution;
Experienced = Annual mean of the upper 2/3 wage distribution.
National and State Earnings:
Entry = Annual 10th percentile wage;
Experienced = Annual 75th percentile wage.
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Instructional Coordinators
Employment Projections
Current | Projected | % Change | |
---|---|---|---|
United States | 205,700 | 220,800 | +7.3% |
Virginia | 5,146 | 5,721 | +11.2% |
Region | Current* | Projected | % Change |
Alexandria/Arlington | 769 | 878 | +14.2% |
Bay Consortium | 109 | 131 | +20.2% |
Capital Region Workforce Partnership | 762 | 894 | +17.3% |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | 96 | 104 | +8.3% |
Greater Peninsula | 375 | 412 | +9.9% |
Hampton Roads | 610 | 708 | +16.1% |
New River/Mt. Rogers | 94 | 104 | +10.6% |
Northern Virginia | 1,105 | 1,313 | +18.8% |
Piedmont Workforce | 270 | 305 | +13.0% |
Shenandoah Valley | 308 | 360 | +16.9% |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | 176 | 196 | +11.4% |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Instructional Coordinators
Related Occupations
Related Occupations
The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:- Training and Development Managers
- Training and Development Specialists
- Special Education Teachers, Elementary School
- Education Teachers, Postsecondary
- Career/Technical Education Teachers, Middle School
- Special Education Teachers, Kindergarten
- Special Education Teachers, Secondary School
- Tutors
- Teaching Assistants, Postsecondary
- Educational, Guidance, and Career Counselors and Advisors
- Teaching Assistants, Special Education
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
- Elementary School Teachers, Except Special Education
- Secondary School Teachers, Except Special and Career/Technical Education
- Middle School Teachers, Except Special and Career/Technical Education
- Career/Technical Education Teachers, Secondary School
- Career/Technical Education Teachers, Postsecondary
- Library Science Teachers, Postsecondary
- Education Administrators, Kindergarten through Secondary
Careers in Professional Support Services Pathway:
- Archivists
- Curators
- Educational, Guidance, and Career Counselors and Advisors
- Instructional Coordinators
- Interpreters and Translators
- Librarians and Media Collections Specialists
- Library Technicians
- Museum Technicians and Conservators
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
View Videos
CareerOneStop Video
View Video & Transcript on CareerOneStop
CareerOneStop Education & Training Videos
Overview
Occupations
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet28)
Instructional Coordinators
Military Training
The following military job classifications are available for this occupation:
- Training Administrators
- Munitions Systems
The data sources for the information displayed here include: Defense Manpower Data Center. (Using onet28)
Instructional Coordinators
Proficiency Ratings
These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Titles
- Art Supervisor
- Assessment Director
- Assistant Principal
- Assistant Superintendent for Curriculum
- Assistant Superintendent for Instruction
- Career Technical Supervisor
- Consultant Teacher
- Content Specialist
- Coordinator of Evaluation
- Course Developer
- Courseware Developer
- Curriculum and Assessment Coordinator
- Curriculum and Assessment Director
- Curriculum and Instruction Director
- Curriculum Coordinator
- Curriculum Designer
- Curriculum Developer
- Curriculum Director
- Curriculum Facilitator
- Curriculum Specialist
- Curriculum Supervisor
- Curriculum Writer
- Department Chairperson
- Director of Instruction
- Education Consultant
- Education Specialist
- Education Supervisor
- Educational Specialist
- Elementary Supervisor
- Instructional Coordinator
- Instructional Designer
- Instructional Developer
- Instructional Material Director
- Instructional Materials Director
- Instructional Resource Teacher
- Instructional Systems Specialist
- Instructional Technologist
- Instructional Technology Director
- Literacy Consultant
- Literacy Specialist
- Material Planner
- Music Supervisor
- Principal
- Professional Development Director
- Program Administrator
- Program Developer
- Programs Director
- School Curriculum Developer
- School Standards Coach
- Special Education Curriculum Specialist
- Special Education Director
- Special Education Supervisor
- Special Services Coordinator
- Supervisor of Curriculum and Instruction
- Supervisor of Instruction
- Technology Coordinator
- Vocational Coordinator
The data sources for the information displayed here include: O*NET™. (Using onet28)
Instructional Coordinators
Related Schools
- Averett University
- Bluefield University
- Eastern Mennonite University
- George Mason University
- James Madison University
- Liberty University
- Marymount University
- Old Dominion University
- Randolph College
- Regent University
- Sweet Briar College
- University of Lynchburg
- University of Richmond
- University of Virginia-Main Campus
- Virginia Commonwealth University
- Virginia Polytechnic Institute and State University
- Virginia State University
- William & Mary
The data sources for the information displayed here include: O*NET™. (Using onet28)