Instructional Coordinators
Educational Instruction and Library Occupations- O*NET-SOC コード
- 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.
- データ出典: BLS公表時点: 2026-08
非常に高い· 相対
低い4段階の相対区分非常に高い職業群単位の値
尺度・母数・出典
4段階の相対区分（低い / 中程度 / 高い / 非常に高い）
BLS雇用見通し表の詳細職業831件が母数。値は NEM(全国雇用マトリクス)コード単位で付与されるため、同じ NEM コードの職業は同じバンドになります
- データ出典: Anthropic公表時点: 2026-03
0.304
0.000ここに掲載された値の範囲0.745尺度・母数・出典
観測エクスポージャー指数、公開されたまま0–1
O*NETタスクへの対応づけが基準
SOC 2018の職業単位で公表された値で、同じSOC 2018コードを持つO*NET職業はすべてこの値になります
- データ出典: ILO公表時点: 2025
0.39
0.09ここに掲載された値の範囲0.70職業群単位の値
尺度・母数・出典
生成AI露出度指数、公開されたまま0–1
ISCO-08の細分類（4桁）単位で公表された値です。米国労働統計局（BLS）の公式対応表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）を公表どおり適用してこの職業に結び付けており、対応は全部または一部です
この出典がどのような性格の値か
BLSの区分は絶対水準ではなく相対順位であり、一次測定でもありません。複数の既存研究が付けた職業別パーセンタイル順位を4段階にまとめた値です。雇用や賃金の予測でもなく、導入確率でもなく、自動化と増強を区別しません。
Task-level exposure
非表示の作業 15 件を表示評価済みタスク 30 件 · β ≥ 0.5 のタスク 26 件（86.7%）
β = 直接的な露出（E1）+ 0.5 × ツール利用時の露出（E2）。原典リポジトリの定義に従います。
- 原典の単位：O*NET 27.2 のタスク → O*NET 31.0 の職業コード
- 評価済みタスクはすべて O*NET 31.0 のタスク一覧にあります。
- 出典
- OpenAI "GPTs are GPTs" exposure rubric
- 版
- gh-main-0471612
- ライセンス
- MIT License, Copyright (c) 2024 OpenAI
O*NET-SOC 2010 の職業 25-9031.00 Instructional Coordinators; 25-9031.01 Instructional Designers and Technologists の作業です。当サイトが O*NET-SOC 2010→2019 公式クロスウォークによりこの職業に結び付けました
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Develop instructional materials to be used by educators and instructors.25-9031.00 | 1.003642.5 | 0.237539.9 |
Develop instructional materials, such as lesson plans, handouts, or examinations.25-9031.01 | 0.788633.4 | 0.185931.2 |
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.25-9031.01 | 0.15506.6 | 0.03756.3 |
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.25-9031.01 | 0.08643.7 | 0.01021.7 |
Advise and teach students.25-9031.00 | 0.06652.8 | 0.00270.4 |
Adapt instructional content or delivery methods for different levels or types of learners.25-9031.01 | 0.05192.2 | 0.01572.6 |
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.25-9031.01 | 0.02821.2 | 0.01432.4 |
Develop instructional materials and products for technology-based redesign of courses.25-9031.01 | 0.02651.1 | 0.01522.6 |
Teach instructors to use instructional technology or to integrate technology with teaching.25-9031.01 | 0.02261.0 | 0.00200.3 |
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.25-9031.01 | 0.01460.6 | —0 |
Design instructional aids for stand-alone or instructor-led classroom or online use.25-9031.01 | 0.01230.5 | 0.01011.7 |
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.25-9031.01 | 0.01210.5 | 0.02734.6 |
Organize production and design of curriculum materials.25-9031.00 | 0.01210.5 | 0.00270.4 |
Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.25-9031.00 | 0.01160.5 | 0.00581.0 |
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.25-9031.01 | 0.00970.4 | 0.00220.4 |
Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.25-9031.00 | 0.00970.4 | 0.00200.3 |
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 | 0.00950.4 | 0.01392.3 |
Design learning products, including web-based aids or electronic performance support systems.25-9031.01 | 0.00820.3 | 0.00591.0 |
Develop instruction or training roadmaps for online and blended learning programs.25-9031.01 | 0.00820.3 | —0 |
Define instructional, learning, or performance objectives.25-9031.01 | 0.00530.2 | —0 |
Present and make recommendations regarding course design, technology, and instruction delivery options.25-9031.01 | 0.00510.2 | 0.00150.3 |
Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.25-9031.00 | 0.00330.1 | —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 | 0.00200.1 | —0 |
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.25-9031.01 | 0.00200.1 | —0 |
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.25-9031.01 | 0.00180.1 | 0.00370.6 |
Research and evaluate emerging instructional technologies or methods.25-9031.01 | 0.00170.1 | —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 | 0.00170.1 | —0 |
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
O*NET 31.0 のタスク全件（30件）
この職業の O*NET 31.0 のタスク全件（英語原文、種別はコア・補足）。露出値はこの一覧には載せず、上の表で各出典が用いた O*NET 版の文言の横にあります。
| タスク（O*NET 31.0） | 種類 |
|---|---|
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | コア |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | コア |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | コア |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | コア |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | コア |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | コア |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | コア |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | コア |
| Address public audiences to explain program objectives and to elicit support. | コア |
| Advise and teach students. | コア |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | 補足 |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | 補足 |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | 補足 |
| 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· ロボット露出指数
尺度・母数・出典
身体的なタスクそれぞれに、実際に導入・販売・実演されたロボットがこなせる環境に応じて 0–3 の等級を付け（0 不可 · 1 フェンスで囲われた機械セルや瓶詰めラインのようなロボット専用設備 · 2 病院の薬剤部やコンテナ港のような管理された施設 · 3 一般家庭や建設現場のような非定型の環境）、勤務時間に占める割合で平均した値
この職業の O*NET 29.3 タスクのうち身体的なタスクが対象
等級と時間の割合は Anthropic が Claude Opus 5（ウェブ検索）で推定しました（2026年時点）。
ロボット露出指数は、このサイトの AI 露出度とは別の指標であり、足し合わせたり比べたりすることはできません。実際の導入やコスト競争力を示すものではなく、0 には身体的なタスクのない職業も含まれます。
身体的なタスクごとの等級
この職業の O*NET 29.3 タスクのうち、身体的なタスクに分類されたものはありません。
職業情報
雇用見通し（BLS）
- 雇用者数、2025
- 249K
- 雇用者数見通し、2035
- 253K
- 変化率 (2025–35)
- +1.6%
- 年間賃金の中央値、2025
- $77,440
- 入職時に通常必要な学歴
- Master's degree
韓国職業分類との対応（KSCO）
AI Changing Work が作成した Korea Occupation Direct Crosswalk v1.1 現行版の対応です。関係の値は O*NET-SOC 職業の側から読みます。
| KSCO コード | KSCO 名称 | 関係 | 状態 |
|---|---|---|---|
| 26912 | 교육 연구관 및 교육 연구사 | この職業のほうが広い | 確定 |
| 26911 | 장학관 및 장학사 | 重なるが同じではない | 確定 |
| 21215 | 교육학 연구원 | 関連（対応ではない） | 確定 |
関係と状態の定義(kr-direct v1.1)
ILO（国際労働機関）の職業説明
以下のISCO-08職業群は、AI Changing Workが米国労働統計局（BLS）の発行するクロスウォーク（2018 SOC→2010 SOC、2010 SOC→ISCO-08）を個別の選択なしにそのまま適用して、この職業に結び付けたものです。結び付きは全体的な対応の場合も部分的な対応の場合もあります。
- ISCO-08 2351Education Methods Specialists
教育方法の専門職
出典: 総務省「国際標準職業分類（ISCO）2008年改定版（仮訳）分類項目名一覧（和英対照）」— 原著：ILO ISCO-08 © International Labour Organization（日本語訳は総務省がILOの許可を得て作成）
以下の定義・作業・職業例は、この職業ではなく、当該ISCO-08職業群についてのILOによる説明です。
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.
作業
- (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.
職業例
Curriculum coordinator · Curriculum developer · Education methods specialist · Schools inspector · Teaching aids specialist
Sources: ILO ISCO-08 — details: Credits
ESCO 職業語彙
以下の各項目は、公開されているESCO-O*NET Crosswalk（バージョン1、2022年）で、この職業と一つずつ対応付けられたものです。対応の種類はそのクロスウォークによるもので、表現はAI Changing Workによるものです。
- e-learning developerESCO 2359.5この職業のほうが広い
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 2359.8重なるが同じではない
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.
出典: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
ライセンス: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
フランス職業分類との対応（ROME）
この職業と ROME 4.0 の職業票（fiche）との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。「暫定」と表示した対応は、同じモデル系列（Claude）の二人の判定者による判定のみ、またはその判定に運営者の規則を適用して採用したものであり、確定した対応より根拠が弱くなります。
| ROME コード | ROME 名称（フランス語） | 関係 |
|---|---|---|
| K2119 | Consultant / Consultante en ingénierie pédagogique | この職業のほうが広い |
| K2148 | Directeur / Directrice pédagogique | この職業のほうが広い暫定 |
| K2102 | Coordinateur / Coordinatrice pédagogique | 重なるが同じではない |
| K2132 | Responsable ingénierie de la formation professionnelle | 重なるが同じではない |
| K2142 | Animateur-coordinateur / Animatrice-coordinatrice de formation | 関連（対応ではない）暫定 |
| K2145 | Formateur / Formatrice de formateurs | 関連（対応ではない）暫定 |
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)
スペイン職業分類との対応（CNO-11）
この職業と CNO-11 の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| CNO-11 コード | CNO-11 名称（スペイン語） | 関係 |
|---|---|---|
| 2321 | Especialistas en métodos didácticos y pedagógicos | この職業のほうが狭い |
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)
ドイツ職業分類との対応（KldB）
この職業と KldB の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| KldB コード | KldB 名称（ドイツ語） | 関係 |
|---|---|---|
| 91334 | Berufe in der Erziehungswissenschaft - hoch komplexe Tätigkeiten | 重なるが同じではない暫定 |
| 84144 | Berufe in der Lehrerausbildung - hoch komplexe Tätigkeiten | 関連（対応ではない） |
| 84184 | Lehrkräfte an allgemeinbildenden Schulen (sonstige spezifische Tätigkeitsangabe) - hoch komplexe Tätigkeiten | 関連（対応ではない） |
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)
日本職業分類との対応（JSCO）
この職業と JSCO の職業との対応で、AI Changing Work が AI モデルを用いて判定したものです。関係はこの職業の側から読みます。
| JSCO コード | JSCO 名称（日本語） | 関係 |
|---|---|---|
| 199 | その他の教員 | 関連（対応ではない） |
| 249 | 他に分類されない専門的職業従事者 | 関連（対応ではない） |
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)
このページのデータの出典・ライセンスと AI Changing Work による改変・翻訳の告知：クレジットと出典