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Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. (O'Net 25-9031.00)
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| Reported job titles:
Art Supervisor,
Assistant Superintendent for Curriculum,
Assistant Superintendent for Instruction,
Career Technical Supervisor,
Consultant Teacher,
Content Specialist,
Coordinator of Evaluation,
Course Developer,
Courseware Developer,
Curriculum Coordinator,
Curriculum Designer,
Curriculum Developer,
Curriculum Director,
Curriculum Facilitator,
Curriculum Specialist,
Curriculum Supervisor,
Curriculum Writer,
Curriculum and Assessment Coordinator,
Curriculum and Assessment Director,
Curriculum and Instruction Director,
Department Chairperson,
Education Consultant,
Education Supervisor,
Educational Specialist,
Instructional Designer,
Instructional Developer,
Instructional Material 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 Developer,
School Standards Coach,
Special Education Director,
Special Education Supervisor,
Special Services Coordinator,
Supervisor of Curriculum and Instruction,
Supervisor of Instruction,
Technology Coordinator,
Vocational Coordinator
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Career Video
for Education and Training |
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| Locations
| May 2012 |
| hourly rates |
annual rates |
| Average |
Median |
Midrange |
Average |
Median |
Midrange |
| Vermont |
$ 24.31 |
$ 22.63 |
$ 17.82 -
$ 29.24
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$ 50,570 |
$ 47,060 |
$ 37,060 -
$ 60,810
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| Burlington-South Burlington, VT Metropolitan NECTA |
$ 25.09 |
$ 21.98 |
$ 18.89 -
$ 28.06
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$ 52,180 |
$ 45,730 |
$ 39,290 -
$ 58,360
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| Southern Vermont Balance of State |
$ 24.99 |
$ 22.50 |
$ 18.90 -
$ 29.27
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$ 51,980 |
$ 46,800 |
$ 39,310 -
$ 60,870
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| Northern Vermont Balance of State |
$ 23.14 |
$ 23.71 |
$ 13.86 -
$ 29.59
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$ 48,130 |
$ 49,310 |
$ 28,830 -
$ 61,540
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source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released May 2013. |
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| Location |
Employment |
Annual % change
(compounded) |
Annual job openings
(due to growth and
net replacements) |
| 2010 |
2020 |
| Vermont |
511 |
554 |
0.8% |
15 |
| Southern Vermont Balance of State |
105 |
112 |
0.6% |
3 |
| Northern Vermont Balance of State |
192 |
210 |
0.9% |
6 |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, statewide estimates released August 2012, area estimates released April 2013. |
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| Industry |
Vermont |
2010
Employment |
Percent
of Total |
| Educational Services |
310 |
61% |
| State Government, Excluding Education and Hospitals |
75 |
15% |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, released August 2012. |
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Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. |
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Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. |
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Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. |
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Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. |
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Interpret and enforce provisions of state education codes, and rules and regulations of state education boards. |
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Confer with members of educational committees and advisory groups to obtain knowledge of subject areas, and to relate curriculum materials to specific subjects, individual student needs, and occupational areas. |
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Organize production and design of curriculum materials. |
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Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. |
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Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills. |
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Develop instructional materials to be used by educators and instructors. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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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. |
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English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
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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. |
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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. |
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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. |
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Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
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Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
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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. |
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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. |
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Clerical - Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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Reading Comprehension - Understanding written sentences and paragraphs in work related documents. |
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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. |
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Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
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Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
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Instructing - Teaching others how to do something. |
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Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. |
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Writing - Communicating effectively in writing as appropriate for the needs of the audience. |
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Time Management - Managing one's own time and the time of others. |
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Speaking - Talking to others to convey information effectively. |
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Coordination - Adjusting actions in relation to others' actions. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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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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Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. |
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Oral Expression - The ability to communicate information and ideas in speaking so others will understand. |
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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 there is a problem. |
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Speech Clarity - The ability to speak clearly so others can understand you. |
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Speech Recognition - The ability to identify and understand the speech of another person. |
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Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. |
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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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Written Comprehension - The ability to read and understand information and ideas presented in writing. |
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Written Expression - The ability to communicate information and ideas in writing so others will understand. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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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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Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. |
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Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. |
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Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. |
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Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. |
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Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. |
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Interacting 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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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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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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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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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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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. |
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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. |
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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. |
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| source: Occupational Information Network: Instructional Coordinators updated June 2008 |
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Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. |
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Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
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Initiative - Job requires a willingness to take on responsibilities and challenges. |
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Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
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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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Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
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Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
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Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
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Integrity - Job requires being honest and ethical. |
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Persistence - Job requires persistence in the face of obstacles. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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| source: Vermont Department of Labor, Licensed & Certified Occupations in Vermont, 2009. |
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Job Zone Five: Extensive Preparation Needed |
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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). |
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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. |
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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. |
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| source: Occupational Information Network: Instructional Coordinators updated July 2005 |
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Related Instructional Programs |
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- Curriculum and Instruction
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- Educational/Instructional Media Design
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- International and Comparative Education
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| | Search for schools offering these programs at |
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| source: National Center for Education Statistics 2000 Classification of Instructional Programs
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| Labor Exchange Information |
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A source for occupational characteristics, such as age, gender, race, and years of education
and an alternative source for occupational wage rates.
Limited to people looking for jobs and the jobs advertised through VDOL
Vermont Job Link. |
| Look for statewide information over the latest 12 months for Instructional Coordinators . |
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| Occupational Outlook Handbook |
| The Occupational Outlook Handbook is a nationally recognized source of career information, designed to provide valuable assistance to individuals making decisions about their future work lives. Revised every two years, the Handbook describes what workers do on the job, working conditions, the training and education needed, earnings, and expected job prospects in a wide range of occupations. |
| Handbook occupations related to Instructional Coordinators : |
| Instructional coordinators |
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| O*NET™ Online |
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O*NET Online is an interactive web site for those interested in exploring occupations through O*NET, The Occupational Information Network database.
All of the descriptive information on this page comes from the O*NET database, version 14.0, released July 2009.
The O*NET database takes the place of the Dictionary of Occupational Titles (DOT) as the nation's primary source of occupational information. |
| For additional information on Instructional Coordinators , go to
O*NET Online Detail Report. |
For the O*NET Online home page, go to 
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| source: Occupational Information Network: Instructional Coordinators |
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