AI exposure: Instructional Coordinators
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.
Reading this score
computed34.6% of this occupation's weighted task load is exposed, which puts Instructional Coordinators at the 60th percentile of 923 occupations. The capability is largely there. Its average task scores 2.9 out of 4 on what a current system can produce, and the frictions that hold other jobs in place are comparatively weak here.
What holds the line here is context. Across this occupation's 30 tasks it averages 1.98 out of 3, the highest of the five friction dimensions. In plain terms, the work depends on knowledge the model cannot hold. Much of this job runs on things that were never written down: what this particular organisation does, what happened last week, what the person across the table actually meant. That context is the barrier, and it erodes as systems are given more access.
The most exposed thing this job does is Edit instructional materials, at 93.3%. The least is Conduct or participate in workshops, committees, and conferences designed to promote the..., at 0.0%. A gap of 93.3% between two parts of the same job is the reason this index publishes at task level. An occupation-wide number would have hidden both.
Within educational instruction and library occupations, this one is less exposed than the median of 42.4% across the group's 62 roles, with 47 scoring higher. Being in an exposed family does not make a particular job exposed, and the reverse holds too.
What would move this score. Of 30 tasks, 22 are currently banded exposed, 5 assisted and 3 untouched. For that distribution to shift materially would take systems being given deeper access to the organisation's own records and history, which is already happening. The score is re-computed every quarter against a fresh capability reference, and the change is published rather than quietly applied.
Task by task
30 tasks, O*NET 31.0| Task | Exposed | Assisted | Untouched | Importance | Band |
|---|---|---|---|---|---|
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. | 93.3% | 6.7% | 0.0% | – | exposed |
| Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. | 86.7% | 13.3% | 0.0% | 3.55 | exposed |
| Define instructional, learning, or performance objectives. | 86.7% | 13.3% | 0.0% | – | exposed |
| Design learning products, including Web-based aids or electronic performance support systems. | 80.0% | 20.0% | 0.0% | – | exposed |
| Design instructional aids for stand-alone or instructor-led classroom or online use. | 76.7% | 23.3% | 0.0% | – | exposed |
| Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. | 73.3% | 26.7% | 0.0% | 3.88 | exposed |
| Develop instructional materials, such as lesson plans, handouts, or examinations. | 73.3% | 26.7% | 0.0% | – | exposed |
| Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. | 73.3% | 26.7% | 0.0% | – | exposed |
| Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. | 64.2% | 23.3% | 12.5% | 3.67 | exposed |
| Research and evaluate emerging instructional technologies or methods. | 64.2% | 23.3% | 12.5% | – | exposed |
| Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. | 52.5% | 22.5% | 25.0% | 3.85 | exposed |
| Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. | 45.0% | 30.0% | 25.0% | 4.00 | exposed |
| Address public audiences to explain program objectives and to elicit support. | 45.0% | 30.0% | 25.0% | 3.69 | exposed |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. | 45.0% | 30.0% | 25.0% | – | exposed |
| Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | 45.0% | 30.0% | 25.0% | – | exposed |
| Develop measurement tools to evaluate the effectiveness of instruction or training interventions. | 45.0% | 30.0% | 25.0% | – | exposed |
| Present and make recommendations regarding course design, technology, and instruction delivery options. | 45.0% | 30.0% | 25.0% | – | exposed |
| Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. | 45.0% | 30.0% | 25.0% | – | exposed |
| Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. | 45.0% | 30.0% | 25.0% | – | exposed |
| Advise and teach students. | 40.0% | 35.0% | 25.0% | 3.93 | exposed |
| Teach instructors to use instructional technology or to integrate technology with teaching. | 30.0% | 20.0% | 50.0% | – | exposed |
| Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. | 26.7% | 23.3% | 50.0% | 4.10 | exposed |
| Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. | 25.0% | 50.0% | 25.0% | 3.71 | assisted |
| Adapt instructional content or delivery methods for different levels or types of learners. | 25.0% | 50.0% | 25.0% | – | assisted |
| Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. | 23.3% | 26.7% | 50.0% | – | assisted |
| Interview subject-matter experts or conduct other research to develop instructional content. | 23.3% | 26.7% | 50.0% | – | assisted |
| Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. | 13.3% | 36.7% | 50.0% | 4.51 | assisted |
| Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. | 13.3% | 11.7% | 75.0% | 3.00 | untouched |
| Interpret and enforce provisions of state education codes and rules and regulations of state education boards. | 0.0% | 0.0% | 100.0% | 4.08 | untouched |
| Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. | 0.0% | 0.0% | 100.0% | 4.03 | untouched |
Task text and importance ratings sourced from O*NET 31.0. Shares computed. The occupation score is the importance-weighted mean. 17 task(s) lacked a usable O*NET weight and are shown but excluded from the weighting.
Where the score comes from
judgedEvery task is scored through the standardised work activities it maps to. These are this occupation’s averages on the six rubric dimensions. Capability is what AI can do; the other five are what stands in the way.
| Dimension | Mean | Scale |
|---|---|---|
| Capability | 2.87 | 0-4 |
| Embodiment | 0.37 | 0-3 |
| Presence | 1.18 | 0-3 |
| Accountability | 0.85 | 0-3 |
| Context | 1.98 | 0-3 |
| Verification cost | 1.45 | 0-3 |
What this means in practice
Where most of a role's weighted task load is exposed, the work that survives is usually the part of the job nobody wrote into the job description: deciding what should be produced rather than producing it, and being answerable for the result. The tasks lowest on this page are a better guide to where to spend your time than any general advice about the future of work.
Occupations either side of this one
The four closest scores in the same occupational family, then the four closest anywhere in the index.
Read this carefully. Exposure is not displacement. A high score means current AI systems can produce this work, not that anyone will stop paying a person to do it. Adoption depends on economics, regulation and inertia that this index deliberately does not model. How the score is built.