Instructional coordinators, also known as curriculum specialists, staff development
specialists, or directors of instructional material, play a large role in improving the
quality of education in the classroom. They develop curricula, select textbooks and
other materials, train teachers, and assess educational programs in terms of quality and
adherence to regulations and standards. They also assist in implementing new technology
in the classroom. Instructional coordinators often specialize in specific subjects, such
as reading, language arts, mathematics, or social studies.
Instructional coordinators evaluate how well a school or training program’s curriculum,
or plan of study, meets students’ needs. They research teaching methods and techniques
and develop procedures to determine whether program goals are being met. To aid in
their evaluation, they may meet with members of educational committees and advisory
groups to learn about subjects—English, history, or mathematics, for example—and
to relate curriculum materials to these subjects, to students’ needs, and to occupations
for which these subjects are good preparation. They also may develop questionnaires and
interview school staff about the curriculum. Based on their research and observations
of instructional practice, they recommend instruction and curriculum improvements.
Another duty some instructional coordinators have is to review textbooks, software,
and other educational materials and make recommendations on purchases. They monitor
materials ordered and the ways in which teachers use them in the classroom. They
also supervise workers who catalogue, distribute, and maintain a school’s educational
materials and equipment.
Instructional coordinators develop effective ways to use technology to enhance
student learning. They monitor the introduction of new technology, including the
Internet, into a school’s curriculum. In addition, instructional coordinators might
recommend installing educational computer software, such as interactive books and
exercises designed to enhance student literacy and develop math skills. Instructional
coordinators may invite experts—such as computer hardware, software, and library
or media specialists—into the classroom to help integrate technological materials
into a school’s curriculum.
Many instructional coordinators plan and provide onsite education for teachers and
administrators. They may train teachers about the use of materials and equipment or help
them to improve their skills. Instructional coordinators also mentor new teachers and
train experienced ones in the latest instructional methods. This role becomes especially
important when a school district introduces new content, program innovations, or a
different organizational structure. For example, when a State or school district
introduces standards or tests that must be met by students in order to pass to the
next grade, instructional coordinators often must advise teachers on the content of
the standards and provide instruction on implementing the standards in the classroom.
Instructional coordinators, including those employed by school districts, often work
year round, usually in offices or classrooms. Some spend much of their time traveling
between schools meeting with teachers and administrators. The opportunity to shape and
improve instructional curricula and work in an academic environment can be satisfying.
However, some instructional coordinators find the work stressful because the occupation
requires continual accountability to school administrators and it is not uncommon for
people in this occupation to work long hours.
The minimum educational requirement for instructional coordinators is a bachelor’s
degree, usually in education. Most employers, however, prefer candidates with a
master’s or higher degree. State licensing is necessary for instructional
coordinators in public school systems, although specific requirements vary by State.
In some States, a teaching license is needed, while in others instructional coordinators
need an education administrator license. Instructional coordinators should have
training in curriculum development and instruction, or in the specific field for
which they are responsible, such as mathematics or history. Instructional coordinators
must have a good understanding of how to teach specific groups of students, in addition
to expertise in developing educational materials. As a result, many persons transfer
into instructional coordinator jobs after working for several years as teachers. Work
experience in an education administrator position, such as principal or assistant
principal, also can be beneficial.
Helpful college courses may include those in curriculum development and evaluation,
instructional approaches, or research design, which teaches how to create and implement
research studies to determine the effectiveness of a given method of instruction or
curriculum, or to measure and improve student performance. Moreover, instructional
coordinators usually are required to take continuing education courses to keep their
skills current. Topics for continuing education courses may include teacher evaluation
techniques, curriculum training, new teacher induction, consulting and teacher support,
and observation and analysis of teaching.
Instructional coordinators must be able to make sound decisions about curriculum
options and to organize and coordinate work efficiently. They should have strong
interpersonal and communication skills. Familiarity with computer technology also is
important for instructional coordinators, who are increasingly involved in gathering
and coordinating technical information for students and teachers.
Depending on experience and educational attainment, instructional coordinators may
advance to higher administrative positions in a school system, or to management or
executive positions in private industry.
Instructional coordinators held about 117,000 jobs in 2004. More than 2 in 5 worked for
local governments, mainly in public schools and school district offices. One in 5 worked in
private education, primarily in private elementary, secondary, and postsecondary schools and
educational consulting firms. About 1 in 5 worked for State governments in public colleges
and universities or State departments of education. The remainder worked mostly in the
following industries: Individual and family services; child day care services; scientific
research and development services; and management, scientific, and technical consulting services.
Employment of instructional coordinators is expected to
grow much faster than the average for all occupations through the year 2014.
Over the next decade, instructional coordinators will be instrumental in developing new curricula to meet
the demands of a changing society and in training the teacher workforce. Although budget constraints may
limit employment growth to some extent, a continuing emphasis on improving the quality of education is
expected to result in an increasing demand for these workers. Also, as an increased emphasis on
accountability at all levels of government causes more schools to focus on improving educational
quality and student performance, growing numbers of coordinators will be needed to incorporate the
standards into existing curricula and make sure teachers and administrators are informed of the
changes. Opportunities are expected to be best for those who specialize in subject areas that have
been targeted for improvement by the No Child Left Behind Act—namely, reading, math, and science.
Instructional coordinators also will be needed to provide classes on using technology in the classroom,
to keep teachers up-to-date on changes in their fields, and to demonstrate new teaching techniques.
Additional job growth for instructional coordinators will stem from the increasing emphasis on
lifelong learning and on programs for students with special needs, including those for whom English
is a second language. These students often require more educational resources and consolidated
planning and management within the educational system.
Median annual earnings of instructional coordinators in May 2004 were $48,790.
The middle 50 percent earned between $35,940 and $65,040. The lowest 10 percent
earned less than $27,300, and the highest 10 percent earned more than $81,210.
Information on requirements and job opportunities for instructional coordinators is available from local school systems and State departments of education.
Suggested citation:
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2006-07 Edition,
Instructional Coordinators, on the Internet at
http://www.bls.gov/oco/ocos269.htm
(visited June 21, 2006).
U.S. Bureau of Labor Statistics
Office of Occupational Statistics and Employment Projections
Suite 2135
2 Massachusetts Avenue, NE
Washington, DC 20212-0001
