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SOC 25-9031
Instructional coordinators develop instructional material, coordinate educational content, and incorporate current technology into instruction 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. The work includes analyzing curriculum standards and needs, designing instructional materials and training, observation and feedback, evaluation and iteration, and retrospective and recording. US wages and employment use the precise-occupation BLS 25-9031.00 definition presented by O*NET (2025 median annual wage 77,440 USD; 2024 employment about 232,600 people, 2024—2034 growth below average 1%—2%, projected average annual openings about 21,900, main industry educational services); the O*NET summary page does not list the 10/25/75/90 percentiles, and this page does not publish them; precise wages for this occupation in mainland China were not obtained and are registered as a visible gap.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Assume judgment | Real fit comes from whether you can accomplish three things at once in the same job: make curriculum and instruction solid (analyze curriculum and standards, design instructional materials and training, observe and give feedback, evaluate and iterate, and produce reviewable curriculum plans and instruction records); keep standards and compliance under control (curriculum standards and regulatory basis, teacher evaluation evidence and procedures, material procurement and budget authority, student data and personal information boundaries, executed per agency and regulations); and carry definable job responsibilities (be accountable for your own curriculum plans and recommendations, and request or hand off curriculum standard interpretations, evaluation conclusions, and procurement approvals per process). It is suggested to test with one verifiable experience (complete a fully fictional curriculum improvement plan and training plan) rather than relying only on the conclusions of an interest questionnaire.
Caution signal | This page corresponds to O*NET-SOC 25-9031.00 "Instructional Coordinators". The official scope is: 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. The occupation is not flagged Bright Outlook. The core deliverable is curriculum and instruction improvement plans, not "teaching a good lesson" itself. Risks come from insufficient curriculum and standards basis, incomplete teacher evaluation evidence, out-of-authority material procurement, and improper handling of student data and personal information. US wages and employment are the precise-occupation BLS definition presented by O*NET (median annual wage 77,440 USD; 2024 employment about 232,600 people, 2024—2034 growth below average 1%—2%, projected average annual openings about 21,900; main industry educational services). If you find it hard to bear multi-party coordination, long hours, and results that depend on others to execute, you should weigh these as real costs needing serious consideration.
Instructional coordinators correspond to US O*NET-SOC 25-9031.00 "Instructional Coordinators". The official scope is: develop instructional material, coordinate educational content, and incorporate current technology into instruction 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. The typical work loop is analyzing curriculum standards and needs, designing instructional materials and training, observation and feedback, evaluation and iteration, and retrospective and recording. US wages and employment on this page use the precise-occupation BLS 25-9031.00 definition presented by O*NET (2025 median annual wage 77,440 USD; 2025 employment about 248,700 people, 2025—2035 growth below average 1%—2%, projected average annual openings about 23,100; main industry educational services); the O*NET summary page does not list the 10/25/75/90 percentiles, and this page does not publish them; precise wages for this occupation in mainland China were not obtained and are registered as a visible gap.
Career direction comparison
Compare core outputs, responsibility boundaries, and work patterns, not interchange by name.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Training and Development Managers | Training and development managers direction | The core output is the organization's training system, budget, and team management. This occupation focuses on curriculum and instruction coordination; the management scope and assessment objects differ, and sharing training skills does not mean the responsibility is the same. | The core output is the organizational training system, budget, and team management. | Compare if you are willing to take on the training system and team management. |
| Education Administrators, Kindergarten through Secondary | Education administrators, kindergarten through secondary direction | The core output is school operations, teacher management, and education policy execution. This occupation focuses on curriculum and instruction design; the authorization level and administrative responsibility differ, so it cannot be interchanged by job title alone. |
AI impact on this career
Direct answer | Generative AI can assist with organizing curriculum standard points, generating drafts of instructional materials and activities, designing practice items and assessment drafts, and summarizing teacher feedback and observation records, but curriculum standard interpretation, evaluation conclusions, teacher coaching judgments, procurement and budget decisions, and compliant handling of student data still rest with people. Task exposure does not equal job substitution, nor does it mean it is already widely adopted; formal use requires authorization, human review, and documentation. This page gives no substitution probability or timeline. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+75+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Chinese mainland salary reference
Broad definition reference | Instructional curriculum and teacher development duties relate to the education industry. National Bureau of Statistics tables 2 and 5: 2025 average annual wages of employed persons in China's urban education industry units, non-private units 133,539 yuan and private units 63,908 yuan; the two statistical populations are listed separately and are not the wage range, median, or take-home income of instructional coordinators.
Insufficient evidence: mainland China public occupational statistics have not established a national occupational wage distribution for instructional coordinators precisely corresponding to US O*NET-SOC 25-9031.00; the National Bureau of Statistics publishes average wages by industry category and does not distinguish occupations, and this page does not substitute industry averages, job postings, or US data.
No safe value available
U.S. salary reference
US wages and employment | The 2025 annual wages at the 10/25/50/75/90 percentiles are 47,980 / 60,780 / 77,440 / 98,820 / 121,670 USD respectively. The national wage page has been checked; percentiles are not starting pay or experience levels. 2025 employment 248,700 people, 2025—2035 growth 2%, average annual openings 23,100 (including growth and replacement). Source: https://www.onetonline.org/link/localwages/25-9031.00.
| Percentile | Annual reference | Monthly equivalent | Explanation |
|---|---|---|---|
| 10th percentile | 47,980 USD/year | — |
Fit signals
Direct answer | The fit signal is whether you can steadily complete design, training, observation, and evaluation around curriculum standards and instructional materials, and escalate when the basis is insufficient or parties conflict — not a personality label. Interest and personality tools can only help design experiments and cannot judge hiring eligibility, authorization, or performance.
Positive signals： Positive signals | Able to complete curriculum and unit design, teacher training, and observation records to standard; able to check curriculum standards and evaluation basis and identify deviations; able to leave the process and conclusions as reviewable records and hand off accurately within authorization and compliance boundaries.
Caution conditions： Caution conditions | Risk signals include drawing conclusions when the curriculum standard basis is insufficient, incomplete teacher evaluation evidence or improper procedures, out-of-authority material procurement, improper handling of student data or personal information, or being unwilling to report conflicts up the authorization chain; if you find it hard to bear multi-party coordination, long hours, and results that depend on others to execute, you should weigh these as real costs needing serious consideration.
Risks and boundaries
Risks must be handled by trigger, consequences, control, and escalation boundary.
The risk scenarios are editorial analysis based on occupational tasks; the source supports the task background and does not prove incident rates or statutory licensing. Specific qualifications and authorization must be checked against local rules.
Typical scenario：Insufficient curriculum and standards basis, unclear version or applicable audience.
Roles most affected：Instructional Coordinators
Possible consequence：May cause instructional direction deviation and wasted resources.
Entry path
US entry | The typical entry-level education in BLS OOH is a master's degree, with related experience of five years or more; common experience comes from teaching or school administration. O*NET Job Zone Five describes the occupational preparation level, and the education distribution is survey information, not a uniform threshold for all employers. Public school positions may require a state-issued license, to be checked with the state education department; China positions are checked separately for recruitment conditions and qualifications.
Market signals
US overall employment projection, not AI attribution | BLS/O*NET: 2025 employment about 248,700 people, 2025—2035 growth 2% (O*NET label 1%—2%, below average), average annual openings about 23,100; openings mainly include replacement from transfers and labor force exits. Insufficient evidence: occupation-level employment projections and national recruitment samples for instructional coordinators in China were not obtained, and individual hiring probability cannot be converted.
Source coverage · Instructional Coordinators
Employment outlook (BLS definition presented by O*NET, 2025—2035): growth below average (1%—2%), projected average annual openings about 23,100; openings include growth and replacement demand, do not equal net new jobs, and do not constitute an individual employment guarantee.
Market signals
Recruitment samples, employment size, and job openings must be explained separately.
The work of O*NET 25-9031.00 is mainly planning, communication, training, and recording: email 100% daily, indoors, environmentally controlled 100% daily, face-to-face discussions 95% daily, continual contact with others 83%, work week over 40 hours 94%, coordinating or leading others 61% extremely important; decision freedom 50% a lot of freedom, responsibility for others' work outcomes 50% high responsibility. The pace is driven by the school year and project cycles, and results require others to execute to take effect.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
Fit signal | The work activities of O*NET 25-9031.00 are mainly establishing and maintaining interpersonal relationships, communicating with supervisors and peers, organizing and prioritizing, training and teaching others, using computers, and making decisions and solving problems. If you are willing to continuously coordinate around curriculum standards, instructional materials, and teacher development, can accurately record the basis, process, and evaluation, and can push forward steadily under multiple demands and compliance constraints, these daily requirements are closer to your way of working; interest and personality tools are only for designing experiments and cannot judge hiring eligibility or performance.
This is a work-sample check, not a personality diagnosis or hiring conclusion.
To judge whether you fit instructional coordination, first run a verifiable exercise with public or simulated material: set up a fully fictional instruction improvement scenario (for example, doing unit design for a batch of fictional courses), write out the process from analyzing curriculum standards and needs, designing instructional materials and activities, planning teacher training, observation and feedback, evaluating learning outcomes, to iteration and retrospective, and mark the checkpoints and possible problems at each step (insufficient curriculum and standards basis, incomplete or procedurally improper teacher evaluation evidence, out-of-authority material procurement, improper handling of student data or personal information, implementation drift because results depend on others to execute). After completing it, check: whether curriculum standards, evaluation procedures, procurement authority, and data boundaries are treated as non-omittable items; whether curriculum standard interpretations or evaluation conclusions beyond your personal authority are written as requests or handoffs; whether the process is left as reviewable records. All material must be fictional; do not use real student or teacher evaluation data.
What this job first checks: objects (curriculum standards and syllabi, instructional materials, teacher training, assessment and student data), inputs (curriculum standards and regulatory basis, learner and teacher needs, evaluation procedures, procurement and budget authority), deliverables (curriculum and unit plans, training plans and records, observation feedback, evaluation and iteration conclusions). If any item is unverified it should be treated as pending verification; experience or proxy measures cannot replace curriculum standards and procedures.
To judge the work loop, look at four steps: input check (confirm curriculum standards, needs, and authorization boundaries) → task limitation (proceed only within the approved curriculum and evaluation procedures) → execute and record (complete design, training, and observation records to standard) → review and escalation (stop immediately and report insufficient basis, evaluation disputes, and out-of-authority decisions). The loop holds only when the basis and procedures are verifiable, not merely whether the curriculum was delivered on schedule.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Loop | Basis, design, evaluation, and retrospective | |
| Step one | Analyze curriculum standards and needs | |
| Step two | Design materials and training | |
| Step three | Observe and give feedback | |
| Step four |
Input objects | The objects are curriculum standards and syllabi, instructional materials and activities, teacher development and training, and assessment and student data; execute design and coordination within authorization and education policy boundaries.
Checkable outputs | Reviewable curriculum and unit plans, instructional material and activity designs, teacher training plans and records, observation and feedback records, and evaluation and iteration conclusions; results must be traceable to curriculum standards, the basis, and procedures.
Complete workflow | Analyze curriculum standards and needs → design instructional materials and training → observe and give feedback → evaluate and iterate → retrospective and recording.
Qualification, authorization, and final responsibility are still verified by the specific jurisdiction, agency, or employer; courses or certificates do not automatically grant teaching, evaluation, or management authority.
The work objects of instructional coordinators and the AI boundary AI can assist with organizing records and summarizing information, but cannot replace authorization judgments and final responsibility.
| The core output is school operations, teacher management, and policy execution. |
| Compare if you are willing to take on school administrative and operational responsibility. |
| Training and Development Specialists | Training and development specialists direction | The core output is the design and delivery of employee-facing training programs. This occupation focuses more on curriculum standards, curriculum systems, and teacher development; the objects, compliance requirements, and outcome definitions differ and must be checked separately. | The core output is the design and delivery of employee-facing training programs. | Compare if you are willing to do corporate training delivery. |
|---|
| Educational, Guidance, and Career Counselors and Advisors | Educational, guidance, and career counselors and advisors direction | The core output is learner-facing guidance, counseling, and academic and career advice. This occupation focuses on curriculum and instruction improvement; the service recipients and confidentiality and licensing requirements differ and cannot be applied to each other. | The core output is learner-facing guidance and academic and career advice. | Compare if you are willing to do learner guidance and counseling. |
|---|
Adjacent occupations require filling in tools, qualifications, and responsibility evidence separately.
Next, verify the direction with observable deliverables.
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
First distinguish assistable tasks from final responsibility.
A technical demonstration does not equal organizational adoption.
Displacement timelines cannot be inferred from task exposure.
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Curriculum and materials | Organize records | May be assisted: organizing curriculum standard points, drafts of instructional materials and activities, practice items and assessment drafts, and summarizing teacher feedback; these steps' results can be checked afterward, but the curriculum standards, basis, and original records must still be revisited. | Check the original records and failure modes. |
| Training and coaching | Execute core tasks | Assist information summarizing | Human control points: you must go back to the original data and basis and review key judgments, and bear responsibility for curriculum standard interpretation, evaluation conclusions, teacher coaching, and student data compliance. |
| Observation and evaluation | Key judgments | Does not constitute automatic authorization | Escalate per statutory authorization and the chain of command. |
| Retrospective and recording | Produce a retrospective record | May assist with organizing | The responsible person confirms the conclusion. |
Evidence note | This table uses only the original source definitions: O*NET 25-9031.00 provides the precise occupational identity, tasks, work context, and skills; US wages and employment use the precise-occupation BLS definition presented by O*NET; internal task specifications are used only for task breakdown and responsibility boundaries and do not measure adoption rates; the National Bureau of Statistics publishes average wages by industry category and cannot replace precise wages for this occupation.
Difference note | Within the same occupation, different steps are affected differently: the more text-based and post-verifiable the part (material and activity drafts, practice items, feedback summaries), the more it can be a candidate for trial tools, and actual efficiency needs to be verified with samples from this position; the more it involves curriculum standard interpretation, evaluation conclusions, teacher coaching, and data compliance, the more it must rest with people.
AI primarily changesEditorial suggestion: information organizing may be trialed, actual effects pending verification
Human responsibility remainsResponsibility and authorization
AI primarily changesEditorial suggestion: information organizing may be trialed, actual effects pending verification
Human responsibility remainsOriginal record check
Responsibility chain | From curriculum standard and basis confirmation, tool processing, human review, evaluation and procurement approval, to record keeping, each step must specify who is responsible and retain traceable evidence; decisions affecting curriculum recognition, evaluation conclusions, and procurement must not rely on the model alone.
Confirm the source, permissions, and version.
Assist only within the known scope.
The responsible person reviews the output.
Stop and report immediately on exceptions.
Will amplify wrong conclusions.
Control: Check the original material.
Will change the responsibility boundary.
Control: Handle per the authorization chain.
May miss exceptions.
Control: Retain human judgment.
Practice with reviewable work samples.
Retain process and failure records.
Set authority and stop conditions first.
A job displacement date cannot be inferred from task exposure; this page gives no substitution probability or timeline. This is a responsibility-boundary suggestion on this page, and the source does not measure substitution rates.
Source: Instructional Coordinators work contextOriginal source ↗
No. Task exposure, organizational adoption, productivity change, and job counts are four different measurement objects and cannot be inferred from one another. This is a responsibility-boundary suggestion on this page, and the source does not measure substitution rates.
Source: Instructional Coordinators 25-9031.00Original source ↗
No. Curriculum standard interpretation, evaluation conclusions, and data compliance judgments must rest with people. This is a responsibility-boundary suggestion on this page, and the source does not measure substitution rates.
Source: Instructional Coordinators educationOriginal source ↗
Turning point | Editorial judgment: tools may assist the efficiency of generating materials and drafts, but do not change where curriculum standard interpretation, evaluation judgment, teacher coaching, and data compliance responsibility lies; the pragmatic approach is to first build solid curriculum design, evaluation, and teacher development skills, then introduce tools in reviewable, traceable, low-risk steps.
No safe value available
No safe value available
Bounded search did not establish a safe value; this item is not starting pay, take-home income, or an individual quote.
| Position scope | Reference value | Explanation |
|---|---|---|
| Insufficient evidence: no safe mapping established (junior college) | Verify against agency announcements | Do not use proxy figures. |
| Insufficient evidence: no safe mapping established (bachelor's) | Verify against agency announcements | Do not use proxy figures. |
| Insufficient evidence: no safe mapping established (master's) | Verify against agency announcements | Do not use proxy figures. |
| Insufficient evidence: no safe mapping established (other) | Verify per the specific jurisdiction | Do not use proxy figures. |
No safe value available
No safe value available
No safe value available
AI and wage boundary | Material drafts and feedback organization can be trial candidates for tools. Insufficient evidence: no occupation-level data on AI adoption, actual efficiency, or wage causal effects for instructional coordinators were obtained; this page does not infer individual wages from task exposure.
| 2025 US national wage percentile, not an experience level, minimum wage, or individual quote. |
| Median (50th percentile) | 77,440 USD/year | — | 2025 US national wage percentile, not an experience level, minimum wage, or individual quote. |
|---|
| 90th percentile | 121,670 USD/year | — | 2025 US national wage percentile, not an experience level, minimum wage, or individual quote. |
|---|
Wage · 10th percentile：47,980 USD/year；National Wages: 25-9031.00 - Instructional Coordinators
Wage · 25th percentile：60,780 USD/year；National Wages: 25-9031.00 - Instructional Coordinators
Wage · median：77,440 USD/year；National Wages: 25-9031.00 - Instructional Coordinators
Wage · 75th percentile：98,820 USD/year；National Wages: 25-9031.00 - Instructional Coordinators
Wage · 90th percentile：121,670 USD/year；National Wages: 25-9031.00 - Instructional Coordinators
No.
The coverage scope needs to be checked.
The source period governs.
It cannot be stitched directly.
| Industry | Median annual wage (USD, 2025) | How to interpret |
|---|---|---|
| Government (excluding state and local education and hospitals) | 89,920 USD/year | 2025 US median annual wage for this occupation × industry; the BLS OOH Pay precise-occupation sub-table; not an industry-wide all-employee average or an individual quote. |
| Local public elementary and secondary schools | 82,130 USD/year | 2025 US median annual wage for this occupation × industry; the BLS OOH Pay precise-occupation sub-table; not an industry-wide all-employee average or an individual quote. |
| Private colleges, universities, and professional schools | 73,070 USD/year | 2025 US median annual wage for this occupation × industry; the BLS OOH Pay precise-occupation sub-table; not an industry-wide all-employee average or an individual quote. |
| Private education support services | 72,610 USD/year | 2025 US median annual wage for this occupation × industry; the BLS OOH Pay precise-occupation sub-table; not an industry-wide all-employee average or an individual quote. |
Verify per the specific jurisdiction.
Verify per position responsibility.
Must not be extrapolated across regions.
US employment projection statistics； size, growth, and average annual openings are explained separately and cannot be extrapolated to China.
US employment projection statistics； size, growth, and average annual openings are explained separately and cannot be extrapolated to China.
US employment projection statistics； size, growth, and average annual openings are explained separately and cannot be extrapolated to China.
Check with work samples rather than replacing judgment with labels.
Conclusion | Activity preference is closer to a combination of helping and teaching, organizing and leading, and research and investigation (O*NET interest code SEI); but an interest code can only help design experiments and cannot judge hiring eligibility or performance.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialCheck with work samples rather than replacing judgment with labels.
Personality tool boundary | This page provides no validation evidence that personality tests predict instructional coordinator performance. It is suggested to observe curriculum standard checking, teacher feedback, and collaboration records; these are editorial suggestions, not conclusions about relative personality validity.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialCheck with work samples rather than replacing judgment with labels.
Conclusion | RIASEC or personality frameworks can only help raise questions and cannot replace work samples, learning ability, qualifications, and actual performance evidence for this occupation; no tool conclusion constitutes a hiring, authorization, or appointment decision.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialCheck with work samples rather than replacing judgment with labels.
Needs to be checked further with real tasks, responsibility boundaries, and reviewable deliverables.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialCheck with work samples rather than replacing judgment with labels.
Needs to be checked further with real tasks, responsibility boundaries, and reviewable deliverables.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialCheck with work samples rather than replacing judgment with labels.
Needs to be checked further with real tasks, responsibility boundaries, and reviewable deliverables.
Do not use it this way: Cannot be used to infer hiring, qualification, or performance.
Start the occupational interest trialFits better when: Likes to turn curriculum standards into executable units and materials.
Watch for: Curriculum standard interpretation must be confirmed per agency requirements.
Fits better when: Willing to design training and observe and give feedback on teacher practice.
Watch for: Evaluation and personnel conclusions must be made per procedure and authorization.
Fits better when: Willing to use assessment data to test instructional effects.
Watch for: Student data must be handled per minimum necessity and authorization.
Fits better when: Willing to coordinate the selection of materials, equipment, and resources.
Watch for: Procurement and budget approvals are executed per agency rules.
Fits better when: Good at aligning goals among teachers, administration, and parents.
Watch for: Conflict escalation requires a clear decision maker.
Fits better when: Willing to check regulatory and policy basis and turn it into processes.
Watch for: Policy interpretation and compliance conclusions are determined by the competent authority.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
Continue checking with safe work samples and responsibility boundaries.
How to reduce risk：Check curriculum standards and regulatory basis, retain the basis and version, and stop and escalate on exceptions.
Evidence：Instructional Coordinators 25-9031.00
Typical scenario：Incomplete evaluation evidence, improper procedures, or making an evaluation conclusion beyond authority.
Roles most affected：Instructional Coordinators
Possible consequence：May cause unfair evaluation and labor and personnel risk.
How to reduce risk：Collect evidence per procedure, distinguish fact from inference, and conclusions must be authorized and documented.
Evidence：Instructional Coordinators 25-9031.00
Typical scenario：Material, equipment, or service procurement beyond authority or with noncompliant procedures.
Roles most affected：Instructional Coordinators
Possible consequence：May cause compliance risk and resource loss.
How to reduce risk：Execute per procurement and budget procedures and retain comparison and approval records.
Evidence：Instructional Coordinators 25-9031.00
Typical scenario：Student learning data, evaluation records, or personal information processed or sent outside the authorized scope.
Roles most affected：Instructional Coordinators
Possible consequence：May cause compliance risk and harm to rights.
How to reduce risk：Process per minimum necessity and the authorized scope, keep processing and sharing records.
Evidence：Instructional Coordinators 25-9031.00
Typical scenario：Training and curriculum outcomes depend on others to execute, causing drift between implementation and design.
Roles most affected：Instructional Coordinators
Possible consequence：May cause results below expectations and unclear responsibility.
How to reduce risk：Clarify execution responsibility and the feedback mechanism, and retain observation and iteration records.
Evidence：Instructional Coordinators 25-9031.00
Typical scenario：Continuing to push forward when curriculum standards, evaluation procedures, or authorization conditions are insufficient.
Roles most affected：Instructional Coordinators
Possible consequence：May go past regulations, professional opinions, or organizational authorization.
How to reduce risk：Stop the related steps first and hand off the facts, impact, and open questions to the responsible person with authority.
Evidence：Instructional Coordinators 25-9031.00
Typical scope：Stage responsibility | In the entry and trial stages, complete material design, training, and observation records under supervision; in later stages, independently complete curriculum and evaluation plans per position authorization and be accountable for the basis, procedures, and conclusions.
Readiness evidence：Reviewable evidence | Demonstrate ability with a fully fictional instruction improvement scenario: curriculum and unit plans, instructional materials, teacher training plans, and observation and evaluation records; do not use real student or teacher evaluation data, and note the basis and assumptions.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Next action | Complete one fictional curriculum plan and training plan, ask an experienced person to challenge your curriculum standard judgments, evaluation procedures, and data boundaries, and use that to judge whether to keep investing in this direction; prove ability with observable deliverables rather than course names.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Transition path | Before transitioning, first list transferable abilities (curriculum and instruction analysis, instructional design and training, observation and evaluation, coordination and communication, recording and documentation), then clarify the new position's tools, qualifications, and responsibility evidence that must be filled in; moving toward training and development management, education administration, training and development specialist, education consulting, or postsecondary teaching requires filling in each field's management, administrative, or licensing evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Confirm the source, permissions, and version.
Follow stop and escalation conditions.
Produce reviewable records.
Expand within the authorized scope.
Does not establish：Cannot serve as an individual employment guarantee.
Source coverage · Instructional Coordinators
No safe value available
Market signals
Recruitment samples, employment size, and job openings must be explained separately.
Does not establish：Cannot serve as an individual employment guarantee.
Source coverage · Instructional Coordinators
No safe value available
Market signals
Recruitment samples, employment size, and job openings must be explained separately.
Does not establish：Cannot serve as an individual employment guarantee.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Transferable abilities | The shared foundations of adjacent directions include: curriculum and instruction analysis, instructional design and training, observation and evaluation, multi-party coordination and communication, and recording and documentation; but each path must fill in the tools, qualifications, and responsibility evidence corresponding to its new outputs and responsibilities.
Build next：Ability gaps | Moving toward adjacent directions such as training and development managers, education administrators (kindergarten through secondary), training and development specialists, educational/guidance and career counselors and advisors, or postsecondary teachers requires filling in the new position's management, administrative, licensing, or teaching and research evidence; adjacency is only for direction comparison and does not represent automatic transfer or qualification mutual recognition.
View career profileTransfers：Education policy and organizational coordination
Build next：School operations, teacher management, and administrative authority
View career profileTransfers：Training design and instructional delivery
Build next：Corporate performance and business requirement alignment
View career profileTransfers：Teaching and communication ability
Build next：Counseling, confidentiality, and licensing requirements
View career profileTransfers：Teaching research and curriculum design
Build next：Academic research, degree, and teaching position requirements
View career profileTransfers：Education policy and training system
Build next：Training system, budget, and team management
View career profileThis occupation centers on curriculum standards, instructional materials, and teacher development, delivering curriculum and unit plans, training, and evaluation records. Training and development managers focus on the organizational training system and team management, education administrators (kindergarten through secondary) focus on school operations and administration, training and development specialists focus on employee-facing training delivery, educational/guidance and career counselors and advisors focus on learner-facing guidance, and postsecondary teachers focus on teaching and academic research. Judgment should be based on core outputs, authorization scope, and responsibility boundaries, not job title interchange alone.
The fit signal is whether you can steadily complete design, training, observation, and evaluation around curriculum standards and instructional materials, and escalate when the basis is insufficient or conflicts arise — not a personality label. Interest and personality tools can only help design experiments and cannot judge hiring eligibility or performance.
Generative AI can assist with organizing curriculum standard points, generating drafts of instructional materials and activities, designing practice items and assessment drafts, and summarizing teacher feedback; but curriculum standard interpretation, evaluation conclusions, teacher coaching judgments, procurement and budget decisions, and compliant handling of student data still rest with people. Task exposure does not equal job substitution, nor does it mean it is already widely adopted; this page gives no substitution probability or timeline.
Tool output cannot replace curriculum standard interpretation and evaluation judgments. Humans must go back to the curriculum standards, basis, and original records and review key judgments, and bear responsibility for curriculum recognition, evaluation conclusions, teacher coaching, and student data compliance.
Insufficient evidence: China's statistical tables have no single-occupation wage for instructional coordinators precisely corresponding to O*NET 25-9031.00, and industry averages cannot masquerade as the median; this page shows the gap rather than substituting industry averages, job postings, or US data.
Per the BLS 2025 data presented by O*NET (precise occupation 25-9031.00): median annual wage 77,440 USD, median hourly wage 37.23 USD; the O*NET summary page does not list the 10/25/75/90 percentiles, and this page does not publish them. OEWS is employer-reported wages excluding benefits and bonuses, and the median does not equal starting pay or individual take-home income.
O*NET preparation information shows this occupation is Job Zone Five: most require a graduate degree (60% master's, 25% bachelor's, 11% post-master's certificate), usually with several years of related experience. Entering this occupation should combine education, teaching experience, and verifiable curriculum work; education, certificates, licenses, hiring, agency authorization, and evaluation authority must be checked separately.
The main risks fall into four categories: curriculum standard basis, teacher evaluation and coaching, procurement and budget, and student data and privacy. The control focus is to write clearly the curriculum standards and regulatory basis, evaluation evidence and procedures, procurement and budget authority, and the minimum necessary and authorized scope of student data processing, and to stop and report immediately when the basis, procedures, or authorization conditions are insufficient.
The US side uses the precise-occupation BLS definition presented by O*NET: 2024—2034 growth below average (1%—2%), projected average annual openings about 21,900, and about 232,600 people employed in 2024; openings include growth and replacement demand, do not equal net new jobs, and cannot be directly converted into hiring scale or individual hiring probability.
This page gives no employment or hiring conclusion, but provides a verifiable testing path: test curriculum design, training plans, and observation and evaluation records with a fully fictional instruction improvement scenario; use observable deliverables to decide whether to continue, not an interest questionnaire or promotion alone.
Evidence for China, the US, the global level, and specific jurisdictions is stated separately; wage, employment, qualification, safety, and AI conclusions must not be stitched across scopes. The instructional coordinators page provides occupational decision and safety trial information and does not replace local legal, medical, financial, safety, practice, or other professional advice. Any "insufficient evidence" only means that no safe data was established after a bounded search, and proxies or model memory must not be used to fabricate figures. This page covers only the precise occupation O*NET/SOC 25-9031.00 "Instructional Coordinators".
FermatMind research workflow
2025 annual average wages; published 2026-05-15; accessed 2026-08-31
2025 average annual wages of urban unit employees
Limitations：Not an external adoption rate, substitution rate, or employment projection.
Limitations：For career exploration, not an individual fit diagnosis.
Limitations：Does not publish a national wage distribution for the single occupation of instructional coordinators.
Limitations：US work context does not replace Chinese safety regulations.
Limitations：US occupational definitions do not establish China entry or wage definitions.
Limitations：The education distribution does not equal a hard requirement for every employer.
Limitations：The common preparation path is not a uniform education or license threshold.
Limitations：Adjacent occupations still need to be checked per their own responsibility and qualifications.
Limitations：The task sample does not mean every position performs all tasks.
Limitations：US statistics cannot be extrapolated to China; the median is not starting pay.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：BLS OEWS wage data presented by O*NET OnLine; the period, employed population, geography, and unit of measure are retained.
Limitations：Applies only to that O*NET occupation and the US market; does not establish a China mapping, China wages, or legal authorization.
Limitations：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Source note | This page checks each point against the original scope and limits of the sources: O*NET 25-9031.00 provides the precise occupational identity, tasks, work context, skills, and education preparation information (interest code SEI, Job Zone Five); US wages and employment use the precise-occupation BLS definition presented by O*NET (2025 median annual wage 77,440 USD, median hourly wage 37.23 USD; 2025 employment about 248,700 people, 2025—2035 growth below average 1%—2%, projected average annual openings about 23,100, main industry educational services); the O*NET summary page shows only the median; this round also checked the national wage page for the 2025 10/25/50/75/90 percentiles and displays them in the US wages section; the National Bureau of Statistics publishes average wages by industry category and cannot replace precise wages for this occupation; internal task specifications are used only for task breakdown and responsibility boundaries and do not measure adoption rates. No source establishes a China mapping, China wages, or legal authorization. This 2026-10-11 recheck: the BLS OOH employment projection has been updated; the FAQ, Hero, and shared facts still retain the original historical definition and have not been accepted in sync. The OEWS technical note includes commissions and production bonuses and excludes nonproduction bonuses and employer benefit costs. Before handoff, check the BLS OOH Pay precise-occupation industry sub-table: https://www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm, and the US wage industry rows have been updated. The actual table on the national wage page was also checked for the five percentiles 47,980 / 60,780 / 77,440 / 98,820 / 121,670 USD; the original report's "not obtained" has been withdrawn.
| Evaluate and iterate |
| Step five | Record and hand off |
|---|
| Step six | Retrospective and improvement |
|---|
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
Typical scope：Complete duties per position authorization.
Readiness evidence：Retain reviewable deliverables.
Credential boundary：Verify per the specific jurisdiction and employer rules.
Next moves：Fill in tools, qualifications, and responsibility evidence.
