Instructional Coordinators
Educational Instruction and Library Occupations- O*NET-SOC code
- 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.
- Data source: BLSPublished: 2026-08
Very high· relative
LowFour relative bandsVery highGroup-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
- Data source: AnthropicPublished: 2026-03
0.304
0.000Range of values carried here0.745Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
- Data source: ILOPublished: 2025
0.39
0.09Range of values carried here0.70Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
What kind of figure this source publishes
The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.
Task-level exposure
Show 12 hidden tasks30 rated tasks · 26 tasks with β ≥ 0.5 (86.7%)
β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.
- Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
- All rated tasks are in the O*NET 31.0 task list.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
Tasks of O*NET-SOC 2010 occupations 25-9031.00 Instructional Coordinators; 25-9031.01 Instructional Designers and Technologists, linked to this occupation by the O*NET-SOC 2010 to 2019 crosswalk
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials to be used by educators and instructors.25-9031.00 | 0.801141.1 | 0.152037.5 |
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031.01 | 0.611731.4 | 0.106426.2 |
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.25-9031.01 | 0.13677.0 | 0.00952.3 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031.01 | 0.11045.7 | 0.02977.3 |
Advise and teach students.25-9031.00 | 0.04222.2 | 0.00160.4 |
Adapt instructional content or delivery methods for different levels or types of learners.25-9031.01 | 0.03511.8 | 0.00992.4 |
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.25-9031.01 | 0.03251.7 | 0.01072.6 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031.01 | 0.02521.3 | 0.00180.4 |
Develop instructional materials and products for technology-based redesign of courses.25-9031.01 | 0.02501.3 | 0.01213.0 |
Develop instruction or training roadmaps for online and blended learning programs.25-9031.01 | 0.01350.7 | —0 |
Define instructional, learning, or performance objectives.25-9031.01 | 0.01200.6 | —0 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031.00 | 0.01110.6 | 0.00431.1 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031.01 | 0.01020.5 | 0.00521.3 |
Design learning products, including web-based aids or electronic performance support systems.25-9031.01 | 0.00920.5 | 0.00340.8 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031.01 | 0.00890.5 | 0.00751.8 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031.01 | 0.00810.4 | 0.02706.7 |
Develop tests, questionnaires, and procedures that measure the effectiveness of curricula and use these tools to determine whether program objectives are being met.25-9031.00 | 0.00770.4 | 0.01042.6 |
Organize production and design of curriculum materials.25-9031.00 | 0.00760.4 | 0.00350.9 |
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.25-9031.01 | 0.00600.3 | 0.00170.4 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031.01 | 0.00510.3 | 0.00210.5 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.25-9031.00 | 0.00510.3 | —0 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.25-9031.01 | 0.00500.3 | —0 |
Interview subject matter experts or conduct other research to develop instructional content.25-9031.01 | 0.00410.2 | —0 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031.00 | 0.00360.2 | —0 |
Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics.25-9031.01 | 0.00290.1 | —0 |
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.25-9031.01 | 0.00290.1 | —0 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.25-9031.01 | 0.00280.1 | —0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.25-9031.01 | 0.00220.1 | —0 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | —0 | 0.00401.0 |
Research and evaluate emerging instructional technologies or methods. | —0 | 0.00280.7 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Interpret and enforce provisions of state education codes and rules and regulations of state education boards.O*NET Task ID 6867 | 1.0 |
Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.O*NET Task ID 6878 | 1.0 |
Define instructional, learning, or performance objectives.O*NET Task ID 22441 | 1.0 |
Develop instructional materials, such as lesson plans, handouts, or examinations.O*NET Task ID 22444 | 1.0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.O*NET Task ID 22445 | 1.0 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.O*NET Task ID 22447 | 1.0 |
Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.O*NET Task ID 6865 | 0.5 |
Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.O*NET Task ID 6866 | 0.5 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.O*NET Task ID 6870 | 0.5 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.O*NET Task ID 6873 | 0.5 |
Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.O*NET Task ID 6875 | 0.5 |
Advise and teach students.O*NET Task ID 6877 | 0.5 |
Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.O*NET Task ID 6881 | 0.5 |
Adapt instructional content or delivery methods for different levels or types of learners.O*NET Task ID 22437 | 0.5 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.O*NET Task ID 22438 | 0.5 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.O*NET Task ID 22439 | 0.5 |
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.O*NET Task ID 22440 | 0.5 |
Design instructional aids for stand-alone or instructor-led classroom or online use.O*NET Task ID 22442 | 0.5 |
Design learning products, including Web-based aids or electronic performance support systems.O*NET Task ID 22443 | 0.5 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.O*NET Task ID 22446 | 0.5 |
Interview subject-matter experts or conduct other research to develop instructional content.O*NET Task ID 22448 | 0.5 |
Present and make recommendations regarding course design, technology, and instruction delivery options.O*NET Task ID 22449 | 0.5 |
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.O*NET Task ID 22450 | 0.5 |
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.O*NET Task ID 22451 | 0.5 |
Research and evaluate emerging instructional technologies or methods.O*NET Task ID 22452 | 0.5 |
Teach instructors to use instructional technology or to integrate technology with teaching.O*NET Task ID 22453 | 0.5 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
All O*NET 31.0 task statements (30)
All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.
| Task (O*NET 31.0) | Type |
|---|---|
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | Core |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | Core |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | Core |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | Core |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | Core |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | Core |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | Core |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | Core |
| Address public audiences to explain program objectives and to elicit support. | Core |
| Advise and teach students. | Core |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | Supplemental |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | Supplemental |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | Supplemental |
| Adapt instructional content or delivery methods for different levels or types of learners. | — |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. | — |
| Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | — |
| Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. | — |
| Define instructional, learning, or performance objectives. | — |
| Design instructional aids for stand-alone or instructor-led classroom or online use. | — |
| Design learning products, including Web-based aids or electronic performance support systems. | — |
| Develop instructional materials, such as lesson plans, handouts, or examinations. | — |
| Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. | — |
| Develop measurement tools to evaluate the effectiveness of instruction or training interventions. | — |
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. | — |
| Interview subject-matter experts or conduct other research to develop instructional content. | — |
| Present and make recommendations regarding course design, technology, and instruction delivery options. | — |
| Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. | — |
| Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. | — |
| Research and evaluate emerging instructional technologies or methods. | — |
| Teach instructors to use instructional technology or to integrate technology with teaching. | — |
0.00/ 3· Robot exposure index
Scale, basis and source
Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time
Physical tasks among this occupation's O*NET 29.3 tasks
Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.
The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.
Tier of each physical task
None of this occupation's O*NET 29.3 tasks is classified as a physical task.
Occupation information
Employment outlook (BLS)
- Employment, 2025
- 249K
- Projected employment, 2035
- 253K
- Change (2025–35)
- +1.6%
- Median annual wage, 2025
- $77,440
- Typical education needed for entry
- Master's degree
Korea classification links (KSCO)
Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.
| KSCO code | KSCO title | Relation | Status |
|---|---|---|---|
| 26912 | 교육 연구관 및 교육 연구사 | This occupation is broader | confirmed |
| 26911 | 장학관 및 장학사 | Overlapping, not the same | confirmed |
| 21215 | 교육학 연구원 | Related, not a match | confirmed |
Relation and status definitions(kr-direct v1.1)
ILO occupational description
AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.
- ISCO-08 2351Education Methods Specialists
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
Education methods specialists conduct research and develop or advise on teaching methods, courses and aids. They review and examine teachers' work, the functioning of educational institutions and the results achieved and recommend changes and improvements.
Tasks
- (a) researching into current developments in curricula, teaching methods and other educational practices, and advising on necessary changes and possible improvements;
- (b) evaluating and advising on contents of courses and methods of examination;
- (c) researching into audiovisual and other teaching aids and advising on, planning and organizing their introduction in educational establishments;
- (d) documenting subjects and courses developed, and evaluating new courses;
- (e) providing ongoing professional development, training and consultative services to teachers;
- (f) organizing and conducting workshops and conferences to train teachers in new programmes and methods;
- (g) developing the structure, content and objectives of new educational courses and programmes;
- (h) visiting schools periodically and conferring with administrative and teaching staff on questions relating to curricula, teaching methods, equipment and other matters;
- (i) visiting classrooms to observe teaching techniques and to evaluate teachers performance, and scholastic results obtained;
- (j) preparing reports and making recommendations to educational authorities concerning possible changes and improvements in curricula, teaching methods, and other matters.
Example occupations
Curriculum coordinator · Curriculum developer · Education methods specialist · Schools inspector · Teaching aids specialist
Sources: ILO ISCO-08 — details: Credits
ESCO occupational vocabulary
Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.
- e-learning developerESCO 2359.5This occupation is broader
E-learning developers design and develop simpler forms of digital learning content including reference materials, slides, assessments, screen-casts, interview videos and podcasts. They write and provide content for a computer based learning application.
- instructional designerESCO 2359.8Overlapping, not the same
Instructional designers develop instructional material for training courses using multimedia technology and authoring tools. They aim to create instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
France classification links (ROME)
AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.
| ROME code | ROME title (French) | Relation |
|---|---|---|
| K2119 | Consultant / Consultante en ingénierie pédagogique | This occupation is broader |
| K2148 | Directeur / Directrice pédagogique | This occupation is broaderprovisional |
| K2102 | Coordinateur / Coordinatrice pédagogique | Overlapping, not the same |
| K2132 | Responsable ingénierie de la formation professionnelle | Overlapping, not the same |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | Related, not a matchprovisional |
| K2145 | Formateur / Formatrice de formateurs | Related, not a matchprovisional |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Spain classification links (CNO-11)
AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.
| CNO-11 code | CNO-11 title (Spanish) | Relation |
|---|---|---|
| 2321 | Especialistas en métodos didácticos y pedagógicos | This occupation is narrower |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Germany classification links (KldB)
AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.
| KldB code | KldB title (German) | Relation |
|---|---|---|
| 91334 | Berufe in der Erziehungswissenschaft - hoch komplexe Tätigkeiten | Overlapping, not the sameprovisional |
| 84144 | Berufe in der Lehrerausbildung - hoch komplexe Tätigkeiten | Related, not a match |
| 84184 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | Related, not a match |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Japan classification links (JSCO)
AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.
| JSCO code | JSCO title (Japanese) | Relation |
|---|---|---|
| 199 | その他の教員 | Related, not a match |
| 249 | 他に分類されない専門的職業従事者 | Related, not a match |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources