[Core] [74% incumbents] Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.
  DWAs: Evaluate performance of educational staff.

[Core] [74% incumbents] Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.
  DWAs: Train staff members.

[Core] [74% incumbents] Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.
  DWAs: Serve on institutional or departmental committees.

[Core] [74% incumbents] Advise and teach students.
  DWAs: Advise students on academic or career matters.

[Core] [74% incumbents] Address public audiences to explain program objectives and to elicit support.
  DWAs: Promote educational institutions or programs.

[Core] [74% incumbents] Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.
  DWAs: Evaluate effectiveness of educational programs. | Research topics in area of expertise.

[Supplemental] [74% incumbents] Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.
  DWAs: Write grant proposals.

[Supplemental] [74% incumbents] Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.
  DWAs: Direct activities of subordinates.

[Core] [73% incumbents] Interpret and enforce provisions of state education codes and rules and regulations of state education boards.
  DWAs: Enforce rules or policies governing student behavior.

[Core] [73% incumbents] Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.
  DWAs: Advise educators on curricula, instructional methods, or policies. | Order instructional or library materials or equipment.

[Core] [73% incumbents] Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Supplemental] [73% incumbents] Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.
  DWAs: Organize informational materials.

[Core] [72% incumbents] Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.
  DWAs: Advise educators on curricula, instructional methods, or policies.

[None] Adapt instructional content or delivery methods for different levels or types of learners.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[None] Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.
  DWAs: Evaluate effectiveness of educational programs.

[None] Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.
  DWAs: Evaluate effectiveness of educational programs.

[None] Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.
  DWAs: Assess educational needs of students.

[None] Define instructional, learning, or performance objectives.
  DWAs: Develop instructional objectives.

[None] Design instructional aids for stand-alone or instructor-led classroom or online use.
  DWAs: Create technology-based learning materials. | Develop instructional materials.

[None] Design learning products, including Web-based aids or electronic performance support systems.
  DWAs: Create technology-based learning materials.

[None] Develop instructional materials, such as lesson plans, handouts, or examinations.
  DWAs: Develop instructional materials.

[None] Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.
  DWAs: Develop instructional materials.

[None] Develop measurement tools to evaluate the effectiveness of instruction or training interventions.
  DWAs: Evaluate effectiveness of educational programs.

[None] Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.
  DWAs: Edit documents.

[None] Interview subject-matter experts or conduct other research to develop instructional content.
  DWAs: Assess educational needs of students.

[None] Present and make recommendations regarding course design, technology, and instruction delivery options.
  DWAs: Advise educators on curricula, instructional methods, or policies.

[None] Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.
  DWAs: Advise educators on curricula, instructional methods, or policies.

[None] Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.
  DWAs: Advise educators on curricula, instructional methods, or policies.

[None] Research and evaluate emerging instructional technologies or methods.
  DWAs: Evaluate effectiveness of educational programs. | Research topics in area of expertise.

[None] Teach instructors to use instructional technology or to integrate technology with teaching.
  DWAs: Teach others to use technology or equipment.

--- SKILLS ---
  Learning Strategies (imp:4.25 lvl:4.75) — Selecting and using training/instructional methods and procedures appropriate fo
  Writing (imp:4.12 lvl:4.50) — Communicating effectively in writing as appropriate for the needs of the audienc
  Speaking (imp:4.12 lvl:4.38) — Talking to others to convey information effectively.
  Reading Comprehension (imp:4.00 lvl:4.62) — Understanding written sentences and paragraphs in work-related documents.
  Active Listening (imp:4.00 lvl:4.38) — Giving full attention to what other people are saying, taking time to understand
  Monitoring (imp:4.00 lvl:4.25) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Critical Thinking (imp:3.88 lvl:4.12) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Active Learning (imp:3.88 lvl:4.12) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.75 lvl:2.88) — Using mathematics to solve problems.
  Science (imp:1.50 lvl:0.62) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Education and Training (imp:4.78 lvl:6.09) — Knowledge of principles and methods for curriculum and training design, teaching
  English Language (imp:4.32 lvl:4.64) — Knowledge of the structure and content of the English language including the mea
  Administration and Management (imp:3.79 lvl:3.77) — Knowledge of business and management principles involved in strategic planning, 
  Mathematics (imp:3.68 lvl:3.69) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Computers and Electronics (imp:3.60 lvl:4.31) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Customer and Personal Service (imp:3.47 lvl:3.94) — Knowledge of principles and processes for providing customer and personal servic
  Public Safety and Security (imp:3.47 lvl:3.08) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Personnel and Human Resources (imp:3.41 lvl:3.62) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Communications and Media (imp:3.35 lvl:3.05) — Knowledge of media production, communication, and dissemination techniques and m
  Sociology and Anthropology (imp:3.28 lvl:3.63) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Philosophy and Theology (imp:3.21 lvl:3.64) — Knowledge of different philosophical systems and religions. This includes their 
  Psychology (imp:3.14 lvl:3.06) — Knowledge of human behavior and performance; individual differences in ability, 
  Administrative (imp:3.11 lvl:4.58) — Knowledge of administrative and office procedures and systems such as word proce
  History and Archeology (imp:2.93 lvl:3.10) — Knowledge of historical events and their causes, indicators, and effects on civi
  Therapy and Counseling (imp:2.87 lvl:3.09) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Law and Government (imp:2.81 lvl:1.89) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Foreign Language (imp:2.61 lvl:2.33) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Sales and Marketing (imp:2.38 lvl:2.09) — Knowledge of principles and methods for showing, promoting, and selling products
  Economics and Accounting (imp:2.33 lvl:1.95) — Knowledge of economic and accounting principles and practices, the financial mar
  Geography (imp:2.30 lvl:3.23) — Knowledge of principles and methods for describing the features of land, sea, an
  Production and Processing (imp:2.18 lvl:1.94) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Telecommunications (imp:2.15 lvl:1.33) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Engineering and Technology (imp:2.05 lvl:1.33) — Knowledge of the practical application of engineering science and technology. Th
  Design (imp:1.97 lvl:1.09) — Knowledge of design techniques, tools, and principles involved in production of 
  Transportation (imp:1.81 lvl:1.65) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Fine Arts (imp:1.80 lvl:1.17) — Knowledge of the theory and techniques required to compose, produce, and perform
  Biology (imp:1.59 lvl:1.25) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Medicine and Dentistry (imp:1.55) — Knowledge of the information and techniques needed to diagnose and treat human i
  Physics (imp:1.44) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Mechanical (imp:1.36) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Chemistry (imp:1.35) — Knowledge of the chemical composition, structure, and properties of substances a
  Food Production (imp:1.22) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Building and Construction (imp:1.22) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Written Comprehension (imp:4.38 lvl:4.88) — The ability to read and understand information and ideas presented in writing.
  Oral Expression (imp:4.25 lvl:4.75) — The ability to communicate information and ideas in speaking so others will unde
  Written Expression (imp:4.25 lvl:4.62) — The ability to communicate information and ideas in writing so others will under
  Oral Comprehension (imp:4.12 lvl:4.62) — The ability to listen to and understand information and ideas presented through 
  Speech Clarity (imp:4.12 lvl:4.12) — The ability to speak clearly so others can understand you.
  Problem Sensitivity (imp:4.00 lvl:4.00) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Recognition (imp:4.00 lvl:4.12) — The ability to identify and understand the speech of another person.
  Deductive Reasoning (imp:3.88 lvl:4.12) — The ability to apply general rules to specific problems to produce answers that 
  Near Vision (imp:3.88 lvl:3.62) — The ability to see details at close range (within a few feet of the observer).
  Originality (imp:3.75 lvl:3.75) — The ability to come up with unusual or clever ideas about a given topic or situa
  Inductive Reasoning (imp:3.75 lvl:4.12) — The ability to combine pieces of information to form general rules or conclusion
  Information Ordering (imp:3.75 lvl:3.88) — The ability to arrange things or actions in a certain order or pattern according
  Category Flexibility (imp:3.75 lvl:3.50) — The ability to generate or use different sets of rules for combining or grouping
  Fluency of Ideas (imp:3.62 lvl:3.75) — The ability to come up with a number of ideas about a topic (the number of ideas
  Memorization (imp:3.12 lvl:3.12) — The ability to remember information such as words, numbers, pictures, and proced
  Far Vision (imp:3.12 lvl:3.25) — The ability to see details at a distance.
  Mathematical Reasoning (imp:3.00 lvl:2.88) — The ability to choose the right mathematical methods or formulas to solve a prob
  Number Facility (imp:3.00 lvl:3.00) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Flexibility of Closure (imp:3.00 lvl:3.00) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Visualization (imp:3.00 lvl:3.00) — The ability to imagine how something will look after it is moved around or when 
  Selective Attention (imp:3.00 lvl:3.12) — The ability to concentrate on a task over a period of time without being distrac
  Speed of Closure (imp:2.88 lvl:2.88) — The ability to quickly make sense of, combine, and organize information into mea
  Time Sharing (imp:2.88 lvl:2.75) — The ability to shift back and forth between two or more activities or sources of
  Perceptual Speed (imp:2.62 lvl:2.75) — The ability to quickly and accurately compare similarities and differences among
  Auditory Attention (imp:2.25 lvl:2.00) — The ability to focus on a single source of sound in the presence of other distra
  Visual Color Discrimination (imp:2.12 lvl:1.75) — The ability to match or detect differences between colors, including shades of c
  Finger Dexterity (imp:1.88 lvl:1.50) — The ability to make precisely coordinated movements of the fingers of one or bot
  Trunk Strength (imp:1.75 lvl:1.25) — The ability to use your abdominal and lower back muscles to support part of the 
  Hearing Sensitivity (imp:1.75 lvl:1.25) — The ability to detect or tell the differences between sounds that vary in pitch 
  Depth Perception (imp:1.62 lvl:0.62) — The ability to judge which of several objects is closer or farther away from you
  Wrist-Finger Speed (imp:1.50 lvl:0.50) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Stamina (imp:1.38 lvl:0.38) — The ability to exert yourself physically over long periods of time without getti
  Manual Dexterity (imp:1.25 lvl:0.25) — The ability to quickly move your hand, your hand together with your arm, or your
  Speed of Limb Movement (imp:1.25 lvl:0.25) — The ability to quickly move the arms and legs.
  Arm-Hand Steadiness (imp:1.12 lvl:0.12) — The ability to keep your hand and arm steady while moving your arm or while hold
  Gross Body Coordination (imp:1.12 lvl:0.12) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Spatial Orientation (imp:1.00) — The ability to know your location in relation to the environment or to know wher
  Control Precision (imp:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Multilimb Coordination (imp:1.00) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Response Orientation (imp:1.00) — The ability to choose quickly between two or more movements in response to two o
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Reaction Time (imp:1.00) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Static Strength (imp:1.00) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Explosive Strength (imp:1.00) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Dynamic Strength (imp:1.00) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Extent Flexibility (imp:1.00) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Gross Body Equilibrium (imp:1.00) — The ability to keep or regain your body balance or stay upright when in an unsta
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.00) — The ability to see objects or movement of objects to one's side when the eyes ar
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.00) — The ability to tell the direction from which a sound originated.

--- WORK ACTIVITIES ---
  Establishing and Maintaining Interpersonal Relationships (imp:4.63 lvl:6.08) — Developing constructive and cooperative working relationships with others, and m
  Communicating with Supervisors, Peers, or Subordinates (imp:4.54 lvl:5.89) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Training and Teaching Others (imp:4.53 lvl:6.00) — Identifying the educational needs of others, developing formal educational or tr
  Organizing, Planning, and Prioritizing Work (imp:4.50 lvl:5.87) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Working with Computers (imp:4.45 lvl:3.95) — Using computers and computer systems (including hardware and software) to progra
  Making Decisions and Solving Problems (imp:4.38 lvl:5.12) — Analyzing information and evaluating results to choose the best solution and sol
  Getting Information (imp:4.23 lvl:4.59) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Analyzing Data or Information (imp:4.19 lvl:5.16) — Identifying the underlying principles, reasons, or facts of information by break
  Developing Objectives and Strategies (imp:4.16 lvl:4.72) — Establishing long-range objectives and specifying the strategies and actions to 
  Coaching and Developing Others (imp:4.14 lvl:5.54) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Developing and Building Teams (imp:4.12 lvl:4.62) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Updating and Using Relevant Knowledge (imp:4.06 lvl:5.33) — Keeping up-to-date technically and applying new knowledge to your job.
  Scheduling Work and Activities (imp:3.91 lvl:4.95) — Scheduling events, programs, and activities, as well as the work of others.
  Processing Information (imp:3.89 lvl:5.01) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Evaluating Information to Determine Compliance with Standards (imp:3.83 lvl:4.47) — Using relevant information and individual judgment to determine whether events o
  Providing Consultation and Advice to Others (imp:3.83 lvl:5.04) — Providing guidance and expert advice to management or other groups on technical,
  Interpreting the Meaning of Information for Others (imp:3.76 lvl:4.51) — Translating or explaining what information means and how it can be used.
  Thinking Creatively (imp:3.72 lvl:4.82) — Developing, designing, or creating new applications, ideas, relationships, syste
  Monitoring Processes, Materials, or Surroundings (imp:3.71 lvl:4.53) — Monitoring and reviewing information from materials, events, or the environment,
  Performing Administrative Activities (imp:3.71 lvl:4.33) — Performing day-to-day administrative tasks such as maintaining information files
  Identifying Objects, Actions, and Events (imp:3.69 lvl:4.26) — Identifying information by categorizing, estimating, recognizing differences or 
  Documenting/Recording Information (imp:3.67 lvl:3.87) — Entering, transcribing, recording, storing, or maintaining information in writte
  Judging the Qualities of Objects, Services, or People (imp:3.60 lvl:4.18) — Assessing the value, importance, or quality of things or people.
  Guiding, Directing, and Motivating Subordinates (imp:3.44 lvl:4.38) — Providing guidance and direction to subordinates, including setting performance 
  Coordinating the Work and Activities of Others (imp:3.31 lvl:4.45) — Getting members of a group to work together to accomplish tasks.
  Assisting and Caring for Others (imp:3.29 lvl:3.79) — Providing personal assistance, medical attention, emotional support, or other pe
  Monitoring and Controlling Resources (imp:3.26 lvl:3.75) — Monitoring and controlling resources and overseeing the spending of money.
  Communicating with People Outside the Organization (imp:3.23 lvl:4.46) — Communicating with people outside the organization, representing the organizatio
  Performing for or Working Directly with the Public (imp:3.22 lvl:3.73) — Performing for people or dealing directly with the public. This includes serving
  Resolving Conflicts and Negotiating with Others (imp:3.21 lvl:4.38) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.97 lvl:3.06) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Selling or Influencing Others (imp:2.40 lvl:3.11) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Inspecting Equipment, Structures, or Materials (imp:2.36 lvl:2.15) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Staffing Organizational Units (imp:2.31 lvl:2.37) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Handling and Moving Objects (imp:2.11 lvl:2.45) — Using hands and arms in handling, installing, positioning, and moving materials,
  Performing General Physical Activities (imp:2.08 lvl:2.02) — Performing general physical activities includes doing activities that require co
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.67 lvl:1.12) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Controlling Machines and Processes (imp:1.50) — Using either control mechanisms or direct physical activity to operate machines 
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.46) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Electronic Equipment (imp:1.39 lvl:0.78) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Repairing and Maintaining Mechanical Equipment (imp:1.30) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an

--- WORK STYLES ---
  Dependability (imp:8.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Intellectual Curiosity (imp:7.00) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Cooperation (imp:6.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Achievement Orientation (imp:5.00) — A tendency to establish and maintain personally challenging work-related goals, 
  Empathy (imp:4.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Adaptability (imp:3.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Innovation (imp:2.45) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Dependability (imp:2.41) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:2.34) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Intellectual Curiosity (imp:2.33) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Adaptability (imp:2.30) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Achievement Orientation (imp:2.14) — A tendency to establish and maintain personally challenging work-related goals, 
  Leadership Orientation (imp:2.10) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Empathy (imp:2.10) — A tendency to show concern for others and be sensitive to others' needs and feel
  Innovation (imp:2.00) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Social Orientation (imp:1.92) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:1.91) — A tendency to remain calm and composed and to manage emotions effectively in res
  Attention to Detail (imp:1.86) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Self-Confidence (imp:1.76) — A tendency to believe in one's work-related capabilities and ability to control 
  Integrity (imp:1.60) — A tendency to be honest and ethical at work.
  Stress Tolerance (imp:1.58) — A tendency to cope and function effectively in stressful situations at work.
  Initiative (imp:1.44) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Cautiousness (imp:1.32) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Perseverance (imp:1.23) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Humility (imp:1.15) — A tendency to be modest and humble when interacting with others at work.
  Sincerity (imp:1.09) — A tendency to be genuine and sincere in interactions with others at work, withou
  Leadership Orientation (imp:1.00) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Tolerance for Ambiguity (imp:0.72) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Optimism (imp:0.69) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Sincerity () — A tendency to be genuine and sincere in interactions with others at work, withou
  Optimism () — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Social Orientation () — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.
  Integrity () — A tendency to be honest and ethical at work.
  Stress Tolerance () — A tendency to cope and function effectively in stressful situations at work.
  Self-Control () — A tendency to remain calm and composed and to manage emotions effectively in res

--- TRANSFERABLE SKILLS ---
  Instructing (imp:4.12 lvl:4.25) — Teaching others how to do something.
  Social Perceptiveness (imp:3.88 lvl:4.00) — Being aware of others' reactions and understanding why they react as they do.
  Coordination (imp:3.88 lvl:3.88) — Adjusting actions in relation to others' actions.
  Complex Problem Solving (imp:3.88 lvl:3.88) — Identifying complex problems and reviewing related information to develop and ev
  Judgment and Decision Making (imp:3.75 lvl:4.12) — Considering the relative costs and benefits of potential actions to choose the m
  Service Orientation (imp:3.62 lvl:3.62) — Actively looking for ways to help people.
  Time Management (imp:3.62 lvl:3.88) — Managing one's own time and the time of others.
  Persuasion (imp:3.25 lvl:3.38) — Persuading others to change their minds or behavior.
  Systems Analysis (imp:3.25 lvl:3.75) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:3.25 lvl:3.88) — Identifying measures or indicators of system performance and the actions needed 
  Negotiation (imp:3.12 lvl:3.38) — Bringing others together and trying to reconcile differences.
  Management of Personnel Resources (imp:3.12 lvl:3.38) — Motivating, developing, and directing people as they work, identifying the best 
  Management of Material Resources (imp:2.50 lvl:2.50) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Management of Financial Resources (imp:2.25 lvl:2.38) — Determining how money will be spent to get the work done, and accounting for the
  Operations Analysis (imp:2.00 lvl:1.50) — Analyzing needs and product requirements to create a design.
  Quality Control Analysis (imp:1.88 lvl:1.50) — Conducting tests and inspections of products, services, or processes to evaluate
  Technology Design (imp:1.75 lvl:0.75) — Generating or adapting equipment and technology to serve user needs.
  Programming (imp:1.62 lvl:0.62) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.62 lvl:1.25) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Troubleshooting (imp:1.50 lvl:0.50) — Determining causes of operating errors and deciding what to do about it.
  Equipment Selection (imp:1.12 lvl:0.12) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Operation and Control (imp:1.00) — Controlling operations of equipment or systems.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 227,760
  annual_median    : $77,440
  annual_pct10     : $47,980
  annual_pct25     : $60,780
  annual_pct75     : $98,820
  annual_pct90     : $121,670
  annual_mean      : $80,920
  hourly_median    : $37.23

--- GEOGRAPHIC DISPERSION ---
  highest_state    : District of Columbia ($105,990)
  lowest_state     : Puerto Rico ($35,250)
  dispersion_ratio : 3.007x

--- TOP STATES BY WAGE (54 total) ---
  Educational Services                     emp:  184,680  median: $  77,710
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   15,080  median: $  89,920
  Health Care and Social Assistance        emp:   11,830  median: $  60,910
  Other Services (except Public Administration) emp:    3,760  median: $  65,080
  Professional, Scientific, and Technical Services emp:    3,100  median: $  79,610
  Arts, Entertainment, and Recreation      emp:    2,570  median: $  56,840
  Information                              emp:    2,050  median: $  80,160
  Management of Companies and Enterprises  emp:    1,500  median: $  75,780
  Wholesale Trade                          emp:      400  median: $  81,690
  Finance and Insurance                    emp:      340  median: $  93,630

--- TOP INDUSTRIES BY EMPLOYMENT (13 total) ---
  Educational Services                     emp:  184,680  median: $  77,710
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:   15,080  median: $  89,920
  Health Care and Social Assistance        emp:   11,830  median: $  60,910
  Other Services (except Public Administration) emp:    3,760  median: $  65,080
  Professional, Scientific, and Technical Services emp:    3,100  median: $  79,610
  Arts, Entertainment, and Recreation      emp:    2,570  median: $  56,840
  Information                              emp:    2,050  median: $  80,160
  Management of Companies and Enterprises  emp:    1,500  median: $  75,780
  Wholesale Trade                          emp:      400  median: $  81,690
  Finance and Insurance                    emp:      340  median: $  93,630

exact_match_status : found
matched_title      : Instructional design
match_score        : 0.7391
wikidata_qid       : Q667334
word_count         : 2,831
wikipedia_url      : https://en.wikipedia.org/wiki/Instructional_design
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:17:38.001878Z

--- WIKIPEDIA FULL TEXT ---
Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed.
Learning theories also play an important role in the design of instructional materials. Theories such as behaviorism, constructivism, social learning, and cognitivism help shape and define the outcome of instructional materials.There are numerous instructional design models, but many are based on the ADDIE model with its five phases: analysis, design, development, implementation, and evaluation.


== History ==


=== Origins ===
As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology, though recently constructivism has influenced thinking in the field. This development coincided with a time when the behaviorist paradigm was prevalent in American psychology. There are also those who cite that, aside from behaviorist psychology, the origin of the concept could be traced back to systems engineering. While the impact of each of these fields is difficult to quantify, it is argued that the language and the "look and feel" of the early forms of instructional design and their progeny were derived from this engineering discipline. Specifically, they were linked to the training development model used by the U.S. military, which were based on systems approach and was explained as "the idea of viewing a problem or situation in its entirety with all its ramifications, with all its interior interactions, with all its exterior connections and with full cognizance of its place in its context."
The role of systems engineering in the early development of instructional design was demonstrated during World War II when a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner's abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system and developed various analysis, design, and evaluation procedures. In 1946, Edgar Dale outlined a hierarchy of instructional methods, organized intuitively by their concreteness. The framework first migrated to the industrial sector to train workers before it finally found its way to the education field.


=== 1950s ===

In 1954, B. F. Skinner suggested that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, and immediate feedback; and should allow self-pacing. Robert F. Mager popularized the use of learning objectives. The article describes how to write objectives including desired behavior, learning condition, and assessment.
In 1956, a committee led by Benjamin Bloom published an influential taxonomy with three domains of learning: cognitive (what one knows or thinks), psychomotor (what one does, physically) and affective (what one feels, or what attitudes one has). Bloom's taxonomy still influences the design of instruction.


=== 1960s ===
Robert Glaser introduced "criterion-referenced measures" in 1962. In contrast to norm-referenced tests in which an individual's performance is compared to group performance, a criterion-referenced test is designed to test an individual's behavior in relation to an objective standard. It can be used to assess the learners' entry level behavior, and to what extent learners have developed mastery through an instructional program.
In 1965, Robert Gagné described three domains of learning outcomes (cognitive, affective, psychomotor), five l(verbal information, intellectual skills, cognitive strategy, attitude, motor skills), and nine events of instruction in the conditions of learning, which remain foundations of instructional design practices. Gagne's work in learning hierarchies and hierarchical analysis led to an important notion in instruction – to ensure that learners acquire prerequisite skills before attempting superordinate ones.
In 1967, after analyzing the failure of training material, Michael Scriven suggested the need for formative assessment – e.g., to try out instructional materials with learners (and revise accordingly) before declaring them finalized.


=== 1970s ===
During the 1970s, the number of instructional design models greatly increased and prospered in different sectors in military, academia, and industry. Many instructional design theorists began to adopt an information-processing-based approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques).


=== 1980s ===
Although interest in instructional design continued to be strong in business and the military, there was little evolution of ID in schools or higher education.
However, educators and researchers began to consider how the personal computer could be used in a learning environment or a learning space. PLATO is one example of how computers began to be integrated into instruction. Many of the first uses of computers in the classroom were for "drill and skill" exercises. There was a growing interest in how cognitive psychology could be applied to instructional design.


=== 1990s ===
During the 1990s, performance improvement also emerged as a key goal in the design process. The rise of the Internet introduced new tools for online learning, which were seen as effective for supporting learning. As both technology and constructivist theory evolved, classroom practices shifted—from basic drill-and-practice methods to more interactive, cognitively demanding activities.
By the late 1990s and early 2000s, the term learning design entered the field of educational technology. It reflected the idea that designers and instructors should choose an appropriate blend of behaviorist and constructivist strategies for their online courses. However, the underlying concept of designing for learning is likely as old as teaching itself. One definition describes learning design as “the description of the teaching-learning process that takes place in a unit of learning (e.g., a course, a lesson, or any other structured learning event).”


=== 2000–2010 ===
In 2008, the Association for Educational Communications and Technology changed the definition of educational technology to "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources".


=== 2010–2020 ===
Academic degrees focused on integrating technology, internet, and human–computer interaction with education gained momentum with the introduction of Learning Design and Technology (LDT) majors. Universities such as Bowling Green State University, Pennsylvania State University, Purdue, San Diego State University, Stanford, Harvard University of Georgia, California State University, Fullerton, and Carnegie Mellon University have established undergraduate and graduate degrees in technology-centered methods of designing and delivering education.
Informal learning became an area of growing importance in instructional design, particularly in the workplace. A 2014 study showed that formal training makes up only 4 percent of the 505 hours per year an average employee spends learning. It also found that the learning output of i

--- SEMANTIC NEIGHBORS (5) ---

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This is a list of the abbeys, priories, friaries and other monastic religious houses in Ireland.

  Title: List of places of worship in Brighton and Hove (similarity: 0.2500)
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  QID: Q6633968
  Extract: The city of Brighton and Hove, on the south coast of England, has more than 100 extant churches and other places of worship, which serve a variety of Christian denominations and other religions. More than 50 former religious buildings, although still in existence, are no longer used for their origin

  Title: Association for Supervision and Curriculum Development (similarity: 0.2750)
  URL: https://en.wikipedia.org/wiki/Association_for_Supervision_and_Curriculum_Development
  QID: Q4809523
  Extract: ASCD, formerly known as the Association for Supervision and Curriculum Development, is an education non-profit organization founded in 1943. It has more than 125,000 members from more than 128 countries, including superintendents, principals, teachers, professors of education, and other educators. T

  Title: Department of Education (Queensland) (similarity: 0.3226)
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model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence supported by comprehensive O*NET data, clear wage information from BLS OEWS May 2025, well-defined job tasks, and robust related occupation mappings. The Wikipedia match provides additional validation of the role's core functions.
inferred_at          : 2026-06-03T17:46:30.510678+00:00
tokens_input         : 4,746
tokens_output        : 4,099
cost_usd             : $0.044974
wikipedia_used       : True
wikipedia_title      : Instructional design
wikipedia_note       : The Wikipedia match for 'Instructional design' aligns well with the occupation's focus on systematically designing and developing instructional materials and experiences. This confirms the role's emphasis on structured curriculum development and educational technology integration.

--- PROSE FIELDS ---

ROLE SUMMARY:
Instructional Coordinators develop educational materials, coordinate academic content, and train educators to improve teaching effectiveness across educational institutions. They serve as the bridge between curriculum standards and classroom implementation, ensuring educational programs meet quality benchmarks and incorporate current pedagogical practices. These professionals combine deep educational expertise with leadership skills to guide curriculum development and support teacher professional development.

DAY IN THE LIFE:
Instructional Coordinators begin their day by reviewing curriculum standards and observing teaching staff to evaluate performance and recommend improvements to strengthen teaching skills. They conduct teacher training programs and workshops focused on new classroom procedures and instructional materials, working closely with educators to implement best practices. Much of their time involves researching and evaluating curricula, preparing recommendations on instructional methods, and coordinating activities of staff engaged in cataloging and maintaining educational materials. They regularly prepare grant proposals and budgets while addressing public audiences to explain program objectives and garner support. Their work requires extensive computer use for developing digital materials and analyzing educational data to inform decision-making.

WHO THRIVES:
Successful Instructional Coordinators possess exceptional written and oral communication abilities, with the capacity to clearly articulate complex educational concepts to diverse audiences. They demonstrate strong social and enterprising orientations, excelling at building relationships with educators, administrators, and community stakeholders while leading curriculum initiatives. These professionals exhibit high intellectual curiosity and dependability, continuously seeking innovative approaches to education while maintaining consistent program quality. They thrive on complex problem-solving and possess the analytical skills needed to evaluate educational effectiveness and implement data-driven improvements.

CAREER ENTRY:
Most Instructional Coordinators hold master's degrees (59.8%), with many having bachelor's degrees (24.8%) and some pursuing post-master's certificates (10.8%) according to education distribution data. Entry typically requires extensive preparation through Job Zone 5 requirements, including several years of classroom teaching experience and specialized training in curriculum development. Many begin as teachers before transitioning into curriculum roles, developing expertise in educational assessment, instructional design, and teacher training methodologies.

CAREER TRAJECTORY:
Instructional Coordinators can advance to senior curriculum leadership roles, educational consulting positions, or administrative positions such as Training and Development Managers. The role serves as a pathway to district-level curriculum director positions, educational technology leadership, or specialized roles in educational publishing and corporate training. Many transition into higher education as Education Teachers at the postsecondary level or move into policy development within state education departments.

MARKET INTELLIGENCE:
According to BLS OEWS May 2025 data, Instructional Coordinators earn a median annual salary of $77,440, with employment of 227,760 professionals nationwide and a salary range from $47,980 to $121,670. Geographic wage variation is significant, with the District of Columbia offering the highest wages at $105,990 compared to Puerto Rico's $35,250, creating a 3.01x ratio difference. Educational Services employs the vast majority with 184,680 positions, followed by government sectors with 15,080 and healthcare with 11,830 positions. The field shows strong demand driven by ongoing educational reform initiatives and the integration of technology in learning environments.

AUTOMATION OUTLOOK:
Instructional Coordinators face moderate automation risk as their work heavily emphasizes relationship-building, complex problem-solving, and creative curriculum design that requires human judgment. While some administrative tasks like scheduling and data analysis may become automated, the core functions of teacher coaching, stakeholder communication, and educational innovation remain distinctly human-centered activities that resist technological replacement.

--- REASONED EDGES ---
  [skill_overlap] Training and Development Specialists (13-1151.00) — confidence:high
    reasoning: Both roles share high importance in Learning Strategies (4.2) and Training and Teaching Others activities, with similar focus on professional development.
    data: Learning Strategies importance 4.2
    data: Training and Teaching Others importance 4.5
  [knowledge_overlap] Education Teachers, Postsecondary (25-1081.00) — confidence:high
    reasoning: Shared emphasis on Education and Training knowledge (importance 4.8) and similar English Language proficiency requirements.
    data: Education and Training knowledge importance 4.8
    data: English Language knowledge importance 4.3
  [career_pathway] Training and Development Managers (11-3131.00) — confidence:medium
    reasoning: Management roles represent natural advancement from coordinator positions, sharing Administration and Management knowledge base.
    data: Administration and Management knowledge importance 3.8
    data: Job Zone 5 extensive preparation
  [riasec_cluster] Elementary School Teachers, Except Special Education (25-2021.00) — confidence:high
    reasoning: Both roles exhibit strong Social orientation (6.16) with focus on teaching, relationship building, and educational service.
    data: RIASEC Social score 6.16
    data: Establishing and Maintaining Interpersonal Relationships importance 4.6
  [task_similarity] Educational, Guidance, and Career Counselors and Advisors (21-1012.00) — confidence:medium
    reasoning: Both roles involve advising students and coordinating educational programs with emphasis on Social Perceptiveness skills.
    data: Advise and teach students task
    data: Social Perceptiveness transferable skill importance 3.9

--- NORMALIZER SIGNALS ---
  match_keywords   : ['instructional coordinator', 'curriculum coordinator', 'curriculum developer', 'curriculum specialist', 'course developer', 'curriculum director', 'instructional designer', 'curriculum manager']
  exclude_keywords : ['teacher', 'principal', 'superintendent', 'counselor', 'librarian']
  title_patterns   : ['curriculum', 'instructional', 'course development', 'educational coordination', 'curriculum design']
  common_variations: ['curriculum coordinator', 'instructional coordinator', 'curriculum specialist', 'curriculum developer', 'course developer', 'curriculum director', 'instructional designer', 'curriculum manager']

total_terms    : 40
top_words      : ['instructional', 'design', 'learning', 'materials', 'tendency', 'educational', 'others', 'model', 'equipment', 'instruction', 'performance', 'technology', 'development', 'teaching', 'activities', 'curriculum', 'principles', 'programs', 'needs', 'teacher']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
instructional              96  0.02212  wikipedia            wikipedia:60%  onet_tasks:16%  inference:12%
design                     70  0.01613  wikipedia            wikipedia:81%  onet_dimensions:9%  onet_tasks:6%
learning                   66  0.01521  wikipedia            wikipedia:82%  onet_tasks:8%  onet_dimensions:6%
materials                  48  0.01106  wikipedia            wikipedia:33%  onet_dimensions:21%  dwas:19%
tendency                   42  0.00968  onet_dimensions      onet_dimensions:100%
educational                40  0.00922  inference            inference:40%  dwas:22%  wikipedia:20%
others                     39  0.00899  onet_dimensions      onet_dimensions:97%  dwas:3%
model                      38  0.00876  wikipedia            wikipedia:100%
equipment                  30  0.00691  onet_dimensions      onet_dimensions:77%  onet_tasks:17%  dwas:7%
instruction                30  0.00691  wikipedia            wikipedia:87%  onet_tasks:10%  onet_dimensions:3%
performance                28  0.00645  wikipedia            wikipedia:50%  onet_dimensions:25%  onet_tasks:18%
technology                 24  0.00553  wikipedia            wikipedia:42%  onet_tasks:17%  onet_dimensions:17%
development                21  0.00484  wikipedia            wikipedia:57%  inference:29%  onet_tasks:14%
teaching                   18  0.00415  onet_tasks           onet_tasks:28%  onet_dimensions:28%  inference:22%
activities                 18  0.00415  onet_dimensions      onet_dimensions:50%  wikipedia:28%  inference:11%
curriculum                 18  0.00415  inference            inference:56%  wikipedia:22%  onet_tasks:17%
principles                 18  0.00415  onet_dimensions      onet_dimensions:89%  wikipedia:11%
programs                   16  0.00369  dwas                 dwas:38%  onet_dimensions:25%  onet_tasks:19%
needs                      16  0.00369  onet_dimensions      onet_dimensions:50%  dwas:25%  onet_tasks:12%
teacher                    15  0.00346  wikipedia            wikipedia:67%  inference:27%  onet_tasks:7%
learners                   14  0.00323  wikipedia            wikipedia:93%  onet_tasks:7%
problem                    14  0.00323  onet_dimensions      onet_dimensions:50%  wikipedia:36%  inference:14%
includes                   14  0.00323  onet_dimensions      onet_dimensions:86%  wikipedia:14%
developing                 14  0.00323  onet_dimensions      onet_dimensions:57%  wikipedia:21%  inference:21%
objectives                 13  0.00299  wikipedia            wikipedia:54%  onet_tasks:15%  onet_dimensions:15%
human                      13  0.00299  onet_dimensions      onet_dimensions:54%  wikipedia:31%  inference:15%
events                     13  0.00299  onet_dimensions      onet_dimensions:62%  wikipedia:38%
control                    13  0.00299  onet_dimensions      onet_dimensions:92%  wikipedia:8%
analysis                   13  0.00299  wikipedia            wikipedia:62%  onet_dimensions:31%  inference:8%
objects                    13  0.00299  onet_dimensions      onet_dimensions:92%  wikipedia:8%
procedures                 12  0.00277  onet_dimensions      onet_dimensions:67%  onet_tasks:17%  wikipedia:8%
standards                  12  0.00277  onet_dimensions      onet_dimensions:67%  onet_tasks:17%  inference:17%
behavior                   12  0.00277  wikipedia            wikipedia:67%  onet_dimensions:25%  dwas:8%
motivation                 12  0.00277  wikipedia            wikipedia:92%  onet_dimensions:8%
social                     11  0.00253  onet_dimensions      onet_dimensions:45%  wikipedia:36%  onet_tasks:9%
research                   11  0.00253  wikipedia            wikipedia:45%  onet_tasks:27%  dwas:18%
effectiveness              11  0.00253  dwas                 dwas:45%  onet_tasks:36%  inference:18%
problems                   11  0.00253  onet_dimensions      onet_dimensions:82%  wikipedia:18%
resources                  11  0.00253  onet_dimensions      onet_dimensions:82%  wikipedia:18%
techniques                 11  0.00253  onet_dimensions      onet_dimensions:91%  wikipedia:9%