Occupation · SOC 25-9031.00
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.
Also called: Curriculum Coordinator · Curriculum and Instruction Director · Instructional Designer · Instructional Technologist · Curriculum Director · Curriculum Specialist · Education Specialist · Instructional Systems Specialist · Learning Development Specialist · Program Administrator · Career Technical Supervisor · Certified Performance Technologist (CPT)
Job family: Educational Instruction and Library Occupations
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/roles/role-25-9031-00/context.md directly.
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Task areas most often handled directively in observed AI conversations — candidates to delegate with light review.
Task areas where people work with AI — iterating, learning, or checking — staying in the loop rather than handing the task off.
Task areas where a human was still judged necessary in a large share of observed conversations — not a safety ruling, an observed-need signal.
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Independent published positions, read together — not a forecast.
85th-percentile task overlap — yet about 21,900 openings a year (+1.3% projected, BLS), and observed AI use leans 5307% copilot, not hand-off (AEI) . What exposure means →
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| Overall AI exposure (Felten et al.) High | 87th | 1.3 | |
| LLM task exposure, γ (OpenAI / Eloundou) Moderate | 65th | 0.8 | |
| AI assistant applicability (Microsoft) High | 91st | 0.3 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.2), with simple added tooling (β 0.5), and including AI-powered software (γ 0.8). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
Most of this job's tasks can be done remotely (Dingel–Neiman), which tends to track with higher digital and AI exposure.
A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
Frey–Osborne probability 0.0 · 2nd percentile among occupations · Low
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Develop instructional materials, such as lesson plans, handouts, or examinations. | 58.3% | |
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. | 27.5% | |
| Adapt instructional content or delivery methods for different levels or types of learners. | 20.4% | |
| Present and make recommendations regarding course design, technology, and instruction delivery options. | 6.0% | |
| Design instructional aids for stand-alone or instructor-led classroom or online use. | 4.9% | |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. | 4.6% |
Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.
| Outlook | About average · +1.3% by 2034 |
| Projected annual openings | 21,900 |
| Employment 2024 → 2034 | 232,600 → 235,500 |
“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.
The ILO's 2025 global study scores generative-AI exposure on the international ISCO-08 occupation system, not US SOC. Bridged through the published (and approximate, many-to-many) IBS O*NET-SOC ↔ ISCO-08 crosswalk, this US occupation corresponds to the international occupation below. Exposure here means how much of the work's tasks today's AI can attempt — task overlap, not automation, adoption, or jobs lost.
| International occupation (ISCO-08) | Task exposure (2025) | Most tasks fall in |
|---|---|---|
| Education Methods Specialists · 2351 | 39% | Gradient 1 |
Read the whole six-band gradient on the GenAI exposure gradient page. The crosswalk is approximate: a US occupation can map to several international ones, and the ILO scores describe the international occupation, not this exact US role.
How people actually apply AI to this occupation's tasks, from Claude.ai (Free and Pro) conversations in the Anthropic Economic Index, 2026-01-15. This is one AI assistant's consumer sample — not all AI, not the whole workforce. Autonomy and the collaboration mix are model-rated estimates; figures below the sample floor are hidden.
| Augmentation vs. automation | 53.1% working with AI · 45.5% handed to AI |
| Most common way people use AI here | Iteration · you and AI go back and forth |
| Typical AI autonomy | 4.0 / 5 · higher = AI acts more independently |
| Used for work (vs. personal / coursework) | 46.1% |
The role's most common tasks in AI conversations, each tagged with how people work with the AI on it. “Usage” is the share of observed conversations, not of the job.
| Task | How | Usage |
|---|---|---|
| Develop instructional materials to be used by educators and instructors. | Iteration | 100.4% |
| Advise and teach students. | Iteration | 6.7% |
| Organize production and design of curriculum materials. | Directive | 1.2% |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | Directive | 1.2% |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | Directive | 1.0% |
| Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met. | Iteration | 1.0% |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | Iteration | 0.3% |
Tasks where the model most often judged that a person remained necessary — a useful read on the current boundary, not a guarantee.
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | 100.0% | |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | 98.3% | |
| Advise and teach students. | 98.0% | |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | 95.9% | |
| Develop instructional materials to be used by educators and instructors. | 91.2% | |
| Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met. | 89.5% |
Example prompts phrased from the tasks people most often delegate to AI in this occupation (Anthropic Economic Index). Each shows the underlying measured task and its share of observed AI use. They are suggested phrasings of real tasks — starting points, not endorsed instructions.
Help me develop instructional materials to be used by educators and instructors. From: Develop instructional materials to be used by educators and instructors. · 100.4% of measured AI use · task iteration
Help me advise and teach students. From: Advise and teach students. · 6.7% of measured AI use · task iteration
Help me organize production and design of curriculum materials. From: Organize production and design of curriculum materials. · 1.2% of measured AI use · directive
Help me research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. From: Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. · 1.2% of measured AI use · directive
All 30 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
O*NET importance rating, from 1 (not important) to 5 (extremely important).
| Written Comprehension | 4.4 | |
| Oral Expression | 4.3 | |
| Written Expression | 4.3 | |
| Oral Comprehension | 4.1 | |
| Speech Clarity | 4.1 | |
| Problem Sensitivity | 4.0 | |
| Speech Recognition | 4.0 | |
| Deductive Reasoning | 3.9 | |
| Near Vision | 3.9 | |
| Originality | 3.8 | |
| Inductive Reasoning | 3.8 | |
| Information Ordering | 3.8 | |
| Category Flexibility | 3.8 | |
| Fluency of Ideas | 3.6 |
| Learning Strategies | 4.3 | |
| Writing | 4.1 | |
| Speaking | 4.1 | |
| Reading Comprehension | 4.0 | |
| Active Listening | 4.0 | |
| Monitoring | 4.0 | |
| Critical Thinking | 3.9 | |
| Active Learning | 3.9 |
| Instructing | 4.1 | |
| Social Perceptiveness | 3.9 | |
| Coordination | 3.9 | |
| Complex Problem Solving | 3.9 | |
| Judgment and Decision Making | 3.8 | |
| Service Orientation | 3.6 | |
| Time Management | 3.6 | |
| Persuasion | 3.3 |
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 63.
Showing the top 40 of 88.
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
What to study: Education . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.
Share of people in this occupation at each level of education.
| Master's Degree | 59.8% | |
| Bachelor's Degree | 24.8% | |
| Post-Master's Certificate | 10.8% | |
| First Professional Degree | 4.2% | |
| Post-Baccalaureate Certificate | 0.1% | |
| Doctoral Degree | 0.1% |
The interests and personal qualities O*NET associates with people who do this work.
| Dependability | 8.0 | |
| Intellectual Curiosity | 7.0 | |
| Cooperation | 6.0 | |
| Achievement Orientation | 5.0 | |
| Empathy | 4.0 |
| Social | 6.2 | |
| Enterprising | 4.3 | |
| Investigative | 4.0 | |
| Conventional | 4.0 | |
| Artistic | 3.6 |
| Professional Advising | 5.7 | |
| Teaching/Education | 5.6 | |
| Management/Administration | 4.5 | |
| Public Speaking | 4.5 | |
| Social Service | 3.9 | |
| Social Science | 3.7 |
U.S. · annual wages (BLS OEWS)
| 10th percentile | $46,560 |
| 25th percentile | $59,120 |
| Median (50th) | $74,720 |
| 75th percentile | $94,780 |
| 90th percentile | $115,410 |
| People employed | 210,850 |
Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.
| Industry | Workers | National median pay |
|---|---|---|
| Educational Services · Sector | 170,950 | $74,820 |
| Health Care and Social Assistance · Sector | 10,050 | $57,920 |
| Other Services (except Public Administration) · Sector | 3,240 | $59,000 |
| Professional, Scientific, and Technical Services · Sector | 2,960 | $92,290 |
| Arts, Entertainment, and Recreation · Sector | 2,280 | $52,110 |
| Information · Sector | 1,960 | $75,470 |
| Management of Companies and Enterprises · Sector | 1,790 | $76,540 |
| Administrative and Support and Waste Management and Remediation Services · Sector | 1,210 | $80,300 |
| Temporary Help Services · National industry | 660 | $88,210 |
| Finance and Insurance · Sector | 390 | $81,630 |
| Fitness and Recreational Sports Centers · National industry | 310 | $49,620 |
| Research and Development in the Social Sciences and Humanities · National industry | 210 | $77,390 |
Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).
| Industry | Concentration | Workers |
|---|---|---|
| Educational Services · Sector | 9.16× | 170,950 |
| Research and Development in the Social Sciences and Humanities · National industry | 2.53× | 210 |
| Theater Companies and Dinner Theaters · National industry | 1.82× | 180 |
| Arts, Entertainment, and Recreation · Sector | 0.63× | 2,280 |
| Other Services (except Public Administration) · Sector | 0.54× | 3,240 |
| Residential Mental Health and Substance Abuse Facilities · National industry | 0.51× | 180 |
| Information · Sector | 0.49× | 1,960 |
| Management of Companies and Enterprises · Sector | 0.47× | 1,790 |
Part of the Education career cluster.
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
Options the data surfaces for Instructional Coordinators — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Capabilities this work builds that are used across many other occupations.
Occupations O*NET rates as related — the nearby moves on the map.
How people typically prepare for this work.
On the global GenAI exposure gradient this work sits around the 76th percentile of 427 international occupations.
Instructional Coordinators show 85th-percentile AI task overlap — and about 21,900 annual U.S. openings
Instructional Coordinators show 85th-percentile AI task overlap — and about 21,900 annual U.S. openings • Instructional Coordinators rank in the 85th percentile (High band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) • The occupation is projected to see about 21,900 U.S. job openings per year (2024–34), counting growth and replacement — a labor-demand projection made independently of AI. (BLS Employment Projections 2024–34) • BLS projects employment to be about average (+1.3%) from 2024 to 2034. (BLS Employment Projections 2024–34) • Median annual pay is $74,720, across about 210,850 U.S. workers. (BLS OEWS (May 2024)) • Of the AI use actually observed for this work, 53% looks like augmentation (drafting, iterating, checking) rather than hands-off automation — from a Claude.ai usage sample, not a census. (2026-01-15-v4-plus-2025-03-27-v2) Source: Singulariki — "Instructional Coordinators". https://singulariki.com/roles/role-25-9031-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
AssetsShare imageMethodology & sourcesPress & newsroomThe newsroom
Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.
Data compiled June 2, 2026. Figures are estimates, not advice.
Singulariki. "Instructional Coordinators." Singulariki: a source-backed encyclopedia of work. Built from O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026. https://singulariki.com/roles/role-25-9031-00
Singulariki. (2026). Instructional Coordinators. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-25-9031-00
@misc{singulariki-role-25-9031-00,
title = {Instructional Coordinators},
author = {{Singulariki}},
year = {2026},
note = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026},
url = {https://singulariki.com/roles/role-25-9031-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.