# Instructional Coordinators

> 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.

- **SOC code:** 25-9031.00
- **Canonical URL:** https://singulariki.com/roles/role-25-9031-00
- **Also known as:** Curriculum Coordinator, Curriculum and Instruction Director, Instructional Designer, Instructional Technologist, Curriculum Director, Curriculum Specialist, Education Specialist, Instructional Systems Specialist
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- 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.
- Interpret and enforce provisions of state education codes and rules and regulations of state education boards.
- 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.
- 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.
- 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.
- Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
- Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Education and Training _(knowledge)_
- Written Comprehension _(ability)_
- English Language _(knowledge)_
- Learning Strategies _(essential_skill)_
- Oral Expression _(ability)_
- Written Expression _(ability)_
- Writing _(essential_skill)_
- Speaking _(essential_skill)_
- Instructing _(transferable_skill)_
- Oral Comprehension _(ability)_
- Speech Clarity _(ability)_
- Reading Comprehension _(essential_skill)_

**Skills in demand:**
- English Language _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- Writing _(Common Skill)_
- Instructing _(Specialized Skill)_
- Speech Recognition _(Specialized Skill)_
- Reading Comprehension _(Common Skill)_
- Active Listening _(Common Skill)_
- Social Perceptiveness _(Common Skill)_
- Deductive Reasoning _(Common Skill)_
- Critical Thinking _(Common Skill)_
- Complex Problem Solving _(Common Skill)_
- Active Learning _(Common Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology, in demand)_
- Microsoft Office software _(hot technology, in demand)_
- Microsoft Outlook _(hot technology, in demand)_
- Microsoft PowerPoint _(hot technology, in demand)_
- Adobe Acrobat _(hot technology)_
- Adobe After Effects _(hot technology)_
- Adobe Creative Cloud software _(hot technology)_
- Adobe Illustrator _(hot technology)_
- Adobe InDesign _(hot technology)_
- Adobe Photoshop _(hot technology)_
- Cascading style sheets CSS _(hot technology)_
- Extensible markup language XML _(hot technology)_

## AI exposure & outlook

- **AI task-overlap index:** 85th percentile (High) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 87th percentile (High) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 65th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 91st percentile (High) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 2nd percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 1.3% growth (About average); 21.9k annual openings; 232.6k → 235.5k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $74,720; 210,850 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 46% automation, 53% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Develop instructional materials to be used by educators and instructors. _(100.4% of measured AI use; task iteration)_
- Advise and teach students. _(6.7% of measured AI use; task iteration)_
- Organize production and design of curriculum materials. _(1.2% of measured AI use; directive)_
- Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. _(1.2% of measured AI use; directive)_
- Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. _(1.0% of measured AI use; directive)_
- Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met. _(1.0% of measured AI use; task iteration)_
- Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. _(0.3% of measured AI use; task iteration)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me develop instructional materials to be used by educators and instructors.
- Help me advise and teach students.
- Help me organize production and design of curriculum materials.
- Help me research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
- Help me plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Frey & Osborne (2013)** (frey-osborne-automation) — academic. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-25-9031-00_