- Description
- Work Activities
- Abilities
- Interests
- Knowledge
- Wages
- Skills
- Work Values
- Work Styles
- Related Degrees
- Work Context
- Task Ratings
- Education
Job Description: 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. Includes educational consultants and specialists, and instructional material directors.
Instructional Coordinators spend a lot of their time Establishing and Maintaining Interpersonal Relationships. They are naturally good at Written Comprehension, Oral Comprehension, Oral Expression, and Written Expression. Instructional Coordinators are typically characterized as being Social and Investigative. They are usually very knowledgable about Education and Training, English Language, and Clerical and are skilled at Reading Comprehension and Learning Strategies.
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Work Activities
Establishing and Maintaining Interpersonal Relationships
Communicating with Supervisors, Peers, or Subordinates
Updating and Using Relevant Knowledge
Organizing, Planning, and Prioritizing Work
Training and Teaching Others
Coaching and Developing Others
Getting Information
Monitor Processes, Materials, or Surroundings
Resolving Conflicts and Negotiating with Others
Thinking Creatively
Identifying Objects, Actions, and Events
Provide Consultation and Advice to Others
Making Decisions and Solving Problems
Developing Objectives and Strategies
Judging the Qualities of Things, Services, or People
Scheduling Work and Activities
Communicating with Persons Outside Organization
Evaluating Information to Determine Compliance with Standards
Coordinating the Work and Activities of Others
Developing and Building Teams
Analyzing Data or Information
Guiding, Directing, and Motivating Subordinates
Processing Information
Performing Administrative Activities
Staffing Organizational Units
Performing for or Working Directly with the Public
Interpreting the Meaning of Information for Others
Documenting/Recording Information
Assisting and Caring for Others
Interacting With Computers
Selling or Influencing Others
Monitoring and Controlling Resources
Estimating the Quantifiable Characteristics of Products, Events, or Information
Inspecting Equipment, Structures, or Material
Handling and Moving Objects
Performing General Physical Activities
Controlling Machines and Processes
Abilities
Written Comprehension
Oral Comprehension
Oral Expression
Written Expression
Inductive Reasoning
Problem Sensitivity
Originality
Speech Clarity
Deductive Reasoning
Information Ordering
Fluency of Ideas
Speech Recognition
Near Vision
Category Flexibility
Far Vision
Flexibility of Closure
Selective Attention
Mathematical Reasoning
Speed of Closure
Time Sharing
Memorization
Number Facility
Perceptual Speed
Visualization
Visual Color Discrimination
Hearing Sensitivity
Auditory Attention
Finger Dexterity
Depth Perception
Trunk Strength
Stamina
Speed of Limb Movement
Gross Body Coordination
Interests
Social
Investigative
Artistic
Enterprising
Conventional
Realistic
Knowledge
Education and Training
English Language
Clerical
Customer and Personal Service
Personnel and Human Resources
Mathematics
Psychology
Computers and Electronics
Administration and Management
Sociology and Anthropology
Therapy and Counseling
Philosophy and Theology
Communications and Media
Public Safety and Security
Law and Government
Geography
Foreign Language
History and Archeology
Economics and Accounting
Sales and Marketing
Biology
Medicine and Dentistry
Chemistry
Design
Fine Arts
Production and Processing
Transportation
Engineering and Technology
Telecommunications
Physics
Mechanical
Wages
District of Columbia
$76,100
Connecticut
$75,040
California
$68,850
New Jersey
$67,160
Minnesota
$66,040
Virginia
$65,570
Alabama
$65,100
Maryland
$64,710
Iowa
$63,700
Massachusetts
$63,300
New Hampshire
$62,990
Texas
$62,450
Oregon
$62,440
Washington
$62,030
Michigan
$61,000
Delaware
$60,810
Alaska
$60,710
Wisconsin
$60,490
Ohio
$60,390
Colorado
$60,320
Wyoming
$58,740
Arkansas
$58,120
Rhode Island
$58,060
South Carolina
$57,130
Virgin Islands
$56,930
New York
$56,670
Georgia
$56,390
Kentucky
$56,010
Utah
$55,800
South Dakota
$55,660
Missouri
$55,560
Kansas
$54,950
Pennsylvania
$54,430
Mississippi
$54,210
North Carolina
$53,970
Tennessee
$53,830
Indiana
$53,140
New Mexico
$52,700
Maine
$52,400
North Dakota
$51,970
Oklahoma
$51,730
Hawaii
$51,220
West Virginia
$50,590
Louisiana
$50,220
Florida
$49,880
Arizona
$49,590
Vermont
$49,190
Nebraska
$47,630
Illinois
$47,460
Nevada
$46,320
Idaho
$45,650
Montana
$44,120
Puerto Rico
$25,890
Skills
Reading Comprehension
Learning Strategies
Speaking
Writing
Monitoring
Active Listening
Critical Thinking
Time Management
Instructing
Active Learning
Judgment and Decision Making
Coordination
Social Perceptiveness
Management of Personnel Resources
Complex Problem Solving
Service Orientation
Systems Evaluation
Negotiation
Persuasion
Systems Analysis
Mathematics
Management of Material Resources
Operation Monitoring
Quality Control Analysis
Management of Financial Resources
Operations Analysis
Troubleshooting
Technology Design
Programming
Science
Work Values
Relationships
Independence
Achievement
Working Conditions
Recognition
Support
Work Styles
Dependability
Cooperation
Concern for Others
Initiative
Self Control
Leadership
Integrity
Attention to Detail
Persistence
Adaptability/Flexibility
Social Orientation
Stress Tolerance
Achievement/Effort
Independence
Analytical Thinking
Innovation
Related University Degree Programs
Work Context
Electronic Mail
Face-to-Face Discussions
Telephone
Contact With Others
Work With Work Group or Team
Coordinate or Lead Others
Structured versus Unstructured Work
Letters and Memos
Deal With External Customers
Freedom to Make Decisions
Frequency of Conflict Situations
Frequency of Decision Making
Time Pressure
Importance of Being Exact or Accurate
Physical Proximity
Indoors, Environmentally Controlled
Responsibility for Outcomes and Results
Deal With Unpleasant or Angry People
Public Speaking
Impact of Decisions on Co-workers or Company Results
Spend Time Standing
Level of Competition
Indoors, Not Environmentally Controlled
Sounds, Noise Levels Are Distracting or Uncomfortable
Spend Time Sitting
Duration of Typical Work Week
Responsible for Others' Health and Safety
Exposed to Contaminants
Spend Time Walking and Running
Consequence of Error
Importance of Repeating Same Tasks
Deal With Physically Aggressive People
Very Hot or Cold Temperatures
Extremely Bright or Inadequate Lighting
Outdoors, Exposed to Weather
Cramped Work Space, Awkward Positions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Degree of Automation
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
In an Enclosed Vehicle or Equipment
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Bending or Twisting the Body
Exposed to Disease or Infections
Outdoors, Under Cover
Exposed to Hazardous Conditions
Exposed to Hazardous Equipment
Exposed to Minor Burns, Cuts, Bites, or Stings
Work Schedules
Spend Time Keeping or Regaining Balance
Exposed to Whole Body Vibration
Pace Determined by Speed of Equipment
In an Open Vehicle or Equipment
Exposed to Radiation
Spend Time Climbing Ladders, Scaffolds, or Poles
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to High Places
-40 hours-
Duration of Typical Work Week
-A lot of freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-About half the time-
Spend Time Sitting
Spend Time Standing
Spend Time Walking and Running
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
Spend Time Keeping or Regaining Balance
-Completely automated-
Degree of Automation
-Constant contact with others-
Contact With Others
-Contact with others about half the time-
Contact With Others
-Contact with others most of the time-
Contact With Others
-Continually or almost continually-
Spend Time Standing
Spend Time Sitting
Spend Time Walking and Running
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Spend Time Keeping or Regaining Balance
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
-Every day-
Electronic Mail
Face-to-Face Discussions
Telephone
Letters and Memos
Indoors, Environmentally Controlled
Frequency of Decision Making
Indoors, Not Environmentally Controlled
Sounds, Noise Levels Are Distracting or Uncomfortable
Frequency of Conflict Situations
Exposed to Contaminants
Public Speaking
Time Pressure
Cramped Work Space, Awkward Positions
Deal With Unpleasant or Angry People
Deal With Physically Aggressive People
Exposed to Hazardous Conditions
Exposed to Disease or Infections
Extremely Bright or Inadequate Lighting
In an Enclosed Vehicle or Equipment
Outdoors, Exposed to Weather
Exposed to Whole Body Vibration
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Hazardous Equipment
Exposed to High Places
Outdoors, Under Cover
Very Hot or Cold Temperatures
Exposed to Radiation
Exposed to Minor Burns, Cuts, Bites, or Stings
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
-Extremely competitive-
Level of Competition
-Extremely important-
Work With Work Group or Team
Coordinate or Lead Others
Deal With External Customers
Importance of Being Exact or Accurate
Importance of Repeating Same Tasks
Pace Determined by Speed of Equipment
-Extremely serious-
Consequence of Error
-Fairly important-
Importance of Repeating Same Tasks
Importance of Being Exact or Accurate
Deal With External Customers
Coordinate or Lead Others
Pace Determined by Speed of Equipment
Work With Work Group or Team
-Fairly serious-
Consequence of Error
-High responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Highly automated-
Degree of Automation
-Highly competitive-
Level of Competition
-I don't work near other people (beyond 100 ft.)-
Physical Proximity
-I work with others but not closely (e.g., private office)-
Physical Proximity
-Important-
Coordinate or Lead Others
Importance of Repeating Same Tasks
Importance of Being Exact or Accurate
Deal With External Customers
Pace Determined by Speed of Equipment
Work With Work Group or Team
-Important results-
Impact of Decisions on Co-workers or Company Results
-Irregular (changes with weather conditions, production demands, or contract duration)-
Work Schedules
-Less than 40 hours-
Duration of Typical Work Week
-Less than half the time-
Spend Time Sitting
Spend Time Bending or Twisting the Body
Spend Time Walking and Running
Spend Time Making Repetitive Motions
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Standing
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Keeping or Regaining Balance
Spend Time Climbing Ladders, Scaffolds, or Poles
-Limited freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-Limited responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Minor results-
Impact of Decisions on Co-workers or Company Results
-Moderate responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Moderate results-
Impact of Decisions on Co-workers or Company Results
-Moderately automated-
Degree of Automation
-Moderately close (at arm's length)-
Physical Proximity
-Moderately competitive-
Level of Competition
-More than 40 hours-
Duration of Typical Work Week
-More than half the time-
Spend Time Standing
Spend Time Sitting
Spend Time Walking and Running
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
Spend Time Keeping or Regaining Balance
-Never-
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Radiation
Exposed to High Places
Spend Time Climbing Ladders, Scaffolds, or Poles
Exposed to Whole Body Vibration
In an Open Vehicle or Equipment
Spend Time Keeping or Regaining Balance
Exposed to Hazardous Equipment
Exposed to Hazardous Conditions
Outdoors, Under Cover
Exposed to Minor Burns, Cuts, Bites, or Stings
In an Enclosed Vehicle or Equipment
Exposed to Disease or Infections
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Cramped Work Space, Awkward Positions
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Bending or Twisting the Body
Spend Time Making Repetitive Motions
Extremely Bright or Inadequate Lighting
Outdoors, Exposed to Weather
Very Hot or Cold Temperatures
Deal With Physically Aggressive People
Indoors, Not Environmentally Controlled
Indoors, Environmentally Controlled
Exposed to Contaminants
Sounds, Noise Levels Are Distracting or Uncomfortable
Spend Time Walking and Running
Frequency of Decision Making
Spend Time Standing
Deal With Unpleasant or Angry People
Telephone
Spend Time Sitting
Frequency of Conflict Situations
Time Pressure
Face-to-Face Discussions
Electronic Mail
Public Speaking
Letters and Memos
-No contact with others-
Contact With Others
-No freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-No responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-No results-
Impact of Decisions on Co-workers or Company Results
-Not at all automated-
Degree of Automation
-Not at all competitive-
Level of Competition
-Not important at all-
Pace Determined by Speed of Equipment
Importance of Repeating Same Tasks
Importance of Being Exact or Accurate
Deal With External Customers
Coordinate or Lead Others
Work With Work Group or Team
-Not serious at all-
Consequence of Error
-Occasional contact with others-
Contact With Others
-Once a month or more but not every week-
Time Pressure
Public Speaking
Very Hot or Cold Temperatures
Deal With Unpleasant or Angry People
Extremely Bright or Inadequate Lighting
Letters and Memos
Sounds, Noise Levels Are Distracting or Uncomfortable
Deal With Physically Aggressive People
Exposed to Contaminants
Frequency of Conflict Situations
Frequency of Decision Making
Exposed to Hazardous Conditions
Exposed to Hazardous Equipment
In an Enclosed Vehicle or Equipment
Outdoors, Under Cover
Indoors, Environmentally Controlled
Outdoors, Exposed to Weather
Indoors, Not Environmentally Controlled
Exposed to Disease or Infections
Exposed to High Places
Electronic Mail
Exposed to Radiation
Exposed to Minor Burns, Cuts, Bites, or Stings
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Cramped Work Space, Awkward Positions
In an Open Vehicle or Equipment
Telephone
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Whole Body Vibration
Face-to-Face Discussions
-Once a week or more but not every day-
Frequency of Conflict Situations
Deal With Unpleasant or Angry People
Time Pressure
Letters and Memos
Public Speaking
Frequency of Decision Making
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Indoors, Environmentally Controlled
Indoors, Not Environmentally Controlled
Sounds, Noise Levels Are Distracting or Uncomfortable
Deal With Physically Aggressive People
Outdoors, Exposed to Weather
In an Enclosed Vehicle or Equipment
Outdoors, Under Cover
Telephone
Face-to-Face Discussions
Extremely Bright or Inadequate Lighting
Exposed to Disease or Infections
Exposed to Contaminants
Exposed to Minor Burns, Cuts, Bites, or Stings
Very Hot or Cold Temperatures
Cramped Work Space, Awkward Positions
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to High Places
Electronic Mail
Exposed to Radiation
-Once a year or more but not every month-
Outdoors, Exposed to Weather
Exposed to Contaminants
Deal With Physically Aggressive People
Very Hot or Cold Temperatures
Extremely Bright or Inadequate Lighting
Sounds, Noise Levels Are Distracting or Uncomfortable
Public Speaking
Deal With Unpleasant or Angry People
Exposed to Disease or Infections
Indoors, Not Environmentally Controlled
Cramped Work Space, Awkward Positions
Exposed to Minor Burns, Cuts, Bites, or Stings
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Outdoors, Under Cover
Frequency of Conflict Situations
Frequency of Decision Making
In an Enclosed Vehicle or Equipment
In an Open Vehicle or Equipment
Indoors, Environmentally Controlled
Exposed to High Places
Time Pressure
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Face-to-Face Discussions
Electronic Mail
Exposed to Radiation
Exposed to Hazardous Conditions
Letters and Memos
Telephone
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
-Regular (established routine, set schedule)-
Work Schedules
-Seasonal (only during certain times of the year)-
Work Schedules
-Serious-
Consequence of Error
-Slightly automated-
Degree of Automation
-Slightly close (e.g., shared office)-
Physical Proximity
-Slightly competitive-
Level of Competition
-Some freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-Very close (near touching)-
Physical Proximity
-Very high responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Very important-
Importance of Being Exact or Accurate
Deal With External Customers
Work With Work Group or Team
Importance of Repeating Same Tasks
Coordinate or Lead Others
Pace Determined by Speed of Equipment
-Very important results-
Impact of Decisions on Co-workers or Company Results
-Very little freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-Very serious-
Consequence of Error
Task Ratings
- Importance Core-
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
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.
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
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.
Organize production and design of curriculum materials.
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.
Address public audiences to explain program objectives and to elicit support.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Develop instructional materials to be used by educators and instructors.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
- Importance Supplemental-
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
- Relevance of Task Core-
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
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.
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Develop instructional materials to be used by educators and instructors.
Address public audiences to explain program objectives and to elicit support.
Organize production and design of curriculum materials.
Interpret and enforce provisions of state education codes, and rules and regulations of state education boards.
Advise and teach students.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
- Relevance of Task Supplemental-
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
-Daily Frequency of Task (Categories 1-7) Core-
Advise and teach students.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
Organize production and design of curriculum materials.
Interpret and enforce provisions of state education codes, and rules and regulations of state education boards.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
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.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Develop instructional materials to be used by educators and instructors.
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.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
-Daily Frequency of Task (Categories 1-7) Supplemental-
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
-Hourly or more Frequency of Task (Categories 1-7) Core-
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.
Advise and teach students.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
Organize production and design of curriculum materials.
Develop instructional materials to be used by educators and instructors.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
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.
Address public audiences to explain program objectives and to elicit support.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
-Hourly or more Frequency of Task (Categories 1-7) Supplemental-
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
-More than monthly Frequency of Task (Categories 1-7) Core-
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
Develop instructional materials to be used by educators and instructors.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
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.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
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.
Interpret and enforce provisions of state education codes, and rules and regulations of state education boards.
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.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Organize production and design of curriculum materials.
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 than monthly Frequency of Task (Categories 1-7) Supplemental-
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
-More than weekly Frequency of Task (Categories 1-7) Core-
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.
Develop instructional materials to be used by educators and instructors.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
Organize production and design of curriculum materials.
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.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
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.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
Advise and teach students.
Address public audiences to explain program objectives and to elicit support.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
-More than weekly Frequency of Task (Categories 1-7) Supplemental-
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
-More than yearly Frequency of Task (Categories 1-7) Core-
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Address public audiences to explain program objectives and to elicit support.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Organize production and design of curriculum materials.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
Develop instructional materials to be used by educators and instructors.
Interpret and enforce provisions of state education codes, and rules and regulations of state education boards.
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.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
Advise and teach students.
-More than yearly Frequency of Task (Categories 1-7) Supplemental-
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
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.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
-Several times daily Frequency of Task (Categories 1-7) Core-
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
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.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
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.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Advise and teach students.
Develop instructional materials to be used by educators and instructors.
Address public audiences to explain program objectives and to elicit support.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
Organize production and design of curriculum materials.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
-Several times daily Frequency of Task (Categories 1-7) Supplemental-
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
-Yearly or less Frequency of Task (Categories 1-7) Core-
Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation.
Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills.
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met.
Interpret and enforce provisions of state education codes, and rules and regulations of state education boards.
Organize production and design of curriculum materials.
Develop instructional materials to be used by educators and instructors.
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.
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
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.
Advise and teach students.
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
-Yearly or less Frequency of Task (Categories 1-7) Supplemental-
Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses.
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs.
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
Education Training Experience
-On-Site or In-Plant Training-
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
-On-the-Job Training-
None or short demonstration
Anything beyond short demonstration, up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
-Related Work Experience-
None
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 6 years
Over 6 years, up to and including 8 years
Over 8 years, up to and including 10 years
Over 10 years
-Required Level of Education-
Bachelor's Degree
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
Master's Degree
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