Will AI replace Instructional Coordinators?

AI can do 77% of the work Instructional Coordinators do at least twice as fast. People already use it for 9 of their 30 tasks, while 16 more are ready but barely used so far. 5 still need a person.

AI is already doing this9 · 37% of time

People already use AI for these tasks in real work, based on Anthropic's analysis of how Claude is used.

  • Develop instructional materials, such as lesson plans, handouts, or examinations.Mostly automated11% of time
  • Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems.Mostly automated5% of time
  • Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.Mostly automated4% of time
  • Design instructional aids for stand-alone or instructor-led classroom or online use.Mostly automated4% of time
  • Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.Mostly automated4% of time
  • Advise and teach students.Mostly assisted3% of time
  • Adapt instructional content or delivery methods for different levels or types of learners.Mostly automated3% of time
  • Design learning products, including Web-based aids or electronic performance support systems.Mostly automated3% of time
  • Develop measurement tools to evaluate the effectiveness of instruction or training interventions.Mostly automated1% of time

AI could do this next16 · 40% of time

AI can speed these up by at least half, but real use has not caught up yet. These are next in line.

  • Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures.8% of time
  • Interview subject-matter experts or conduct other research to develop instructional content.4% of time
  • Prepare grant proposals, budgets, and program policies and goals or assist in their preparation.3% of time
  • Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.3% of time
  • Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.3% of time
  • Define instructional, learning, or performance objectives.3% of time
  • Present and make recommendations regarding course design, technology, and instruction delivery options.3% of time
  • Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.3% of time
  • Research and evaluate emerging instructional technologies or methods.3% of time
  • Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards.1% of time
  • Interpret and enforce provisions of state education codes and rules and regulations of state education boards.1% of time
  • Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current.1% of time
  • Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts.1% of time
  • Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories.1% of time
  • Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.1% of time
  • Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.1% of time

Still needs a person5 · 23% of time

No real AI use, no proven AI speedup and no robot that can do it yet. This is the part of the job to build on.

  • Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids.8% of time
  • Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students.5% of time
  • Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills.5% of time
  • Teach instructors to use instructional technology or to integrate technology with teaching.3% of time
  • Address public audiences to explain program objectives and to elicit support.1% of time

Your week is not the average

Describe what you actually do and get a personal report: your own tasks, what AI can already do, what stays yours and a 90 day plan.

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What this means

AI can already do almost all of this work at least twice as fast. People in this job already use it heavily. Expect the role to shift toward deciding what to do, checking AI's work and owning the result.

What to do next

  • Do the 9 tasks AI is already handling with AI yourself. Your peers already are, and it is quickly becoming the baseline.
  • Get ahead on the 16 tasks AI could do next. These move as tools improve, so learning them early pays off.
  • Build on the 5 tasks that stay human. This is where your judgment, skill and relationships matter most.
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