Instructional coordinators—also known as curriculum specialists, personnel development specialists, instructional coaches, 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 for quality and adherence to regulations and standards. They also assist in implementing new technology in the classroom.
At the primary and secondary school level, instructional coordinators often specialize in specific subjects, such as reading, language arts, mathematics, or science. At the postsecondary level, coordinators may work with employers to develop training programs that produce qualified workers.
Instructional coordinators evaluate how well a school or training program's curriculum, or plan of study, meets students' needs. Based on their research and observations of instructional practice, they recommend improvements. They research teaching methods and techniques and develop procedures to ensure that instructors are implementing the curriculum successfully and meeting program goals. To aid in their evaluation, they may meet with members of educational committees and advisory groups to learn about subjects—for example, English, history, or mathematics—and explore how curriculum materials meet students' needs and relate to occupations. Coordinators also may develop questionnaires and interview school staff about the curriculum.
Some instructional coordinators also review textbooks, software, and other educational materials and make recommendations on purchases. They monitor the ways in which teachers use materials in the classroom, and they supervise workers who catalogue, distribute, and maintain a school's educational materials and equipment.
Some instructional coordinators find 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 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—to help integrate technological materials into the curriculum.
In addition to developing curriculum and instructional materials, many instructional coordinators also plan and provide onsite education for teachers and administrators. Instructional coordinators 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 students must pass, instructional coordinators often advise teachers on the content of these standards and provide instruction on how to implement them in the classroom.
Work environment. Many instructional coordinators work long hours. They often work year round. 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 they are continually accountable to school administrators.
| 1. | Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. |
| 2. | Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. |
| 3. | Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. |
| 4. | Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. |
| 5. | Interpret and enforce provisions of state education codes, and rules and regulations of state education boards. |
| 6. | 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. |
| 7. | Organize production and design of curriculum materials. |
| 8. | Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. |
| 9. | Observe work of teaching staff to evaluate performance, and to recommend changes that could strengthen teaching skills. |
| 10. | Develop instructional materials to be used by educators and instructors. |
| 11. | Prepare grant proposals, budgets, and program policies and goals, or assist in their preparation. |
| 12. | Develop tests, questionnaires, and procedures that measure the effectiveness of curricula, and use these tools to determine whether program objectives are being met. |
| 13. | Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. |
| 14. | Address public audiences to explain program objectives and to elicit support. |
| 15. | Advise and teach students. |
| 16. | Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. |
| 17. | Develop classroom-based and distance learning training courses, using needs assessments and skill level analyses. |
| 18. | Inspect instructional equipment to determine if repairs are needed, and authorize necessary repairs. |
| 19. | Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. |
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