EDTECH 503 ID Job Posting
Part I - SYNTHESIS
You will apply your understanding of Instructional Design as you work with organizational personnel to identify professional development needs within the organization/department, assess current levels of proficiency, and determine, design, and implement needs-based training programs and curricula aligned with organizational goals and standards. Such programs and curricula will be innovative and adaptive, ranging from instructor-led classes to individualized mastery-based eLearning programs. You will also assess the effectiveness of designed programs during and after implementation to determine and execute needed improvements to training.
The candidate will:
- Work closely with organizational personnel to identify organizational goals and needs
- Design various staff development modules and curricula across multiple mediums
- Write and publish training materials for module facilitators to use independently
- Facilitate training of coaches and instructors
- Sit-in on/participate in classes and modules to determine efficacy
- Constantly assess the ability of designed programs to meet specific needs of learners and the organization
Required skills/knowledge/background
- Bachelor's Degree in Education or Instructional Design
- Experience in Microsoft Office and Google Drive
- 3-5 years of Instructional Design experience
Preferred skills/knowledge/background
- Experience with various delivery tools/systems (such as Articulate, Captivate, etc)
- Technical writing skills
- Interpersonal communication skills
- Understanding of group dynamics and organizational leadership
PART II - REFLECTION
1. What are teachers expected to do that instructional designers are not?
While there are many similarities in both job descriptions, teachers, unlike instructional designers, are often expected to follow a previously designed curriculum, along with administering accompanying assessments, with fidelity. Where an instructional designer focused on the current needs of learners with consideration toward organizational goals, teachers can focus on deficiencies in learners with consideration toward high-stakes standardized assessments.
2. What are instructional designers expected to do that teachers are not?
Whereas teachers are generally expected to deliver instruction from a previously designed curriculum, instructional designers are given the task of identifying needs within an organization, aligning them with the organizations goals or standards, designing adaptive personnel-centric modules and programs, actively participating in their own curriculum as a teacher and student, and conducting post-assessments to determine the effectiveness of their training programs.
3. What are the three major differences between a teacher and an instructional designer?
Though the overlap in responsibilities between teachers and instructional designers is evident, as a result of my experience in the classroom, I see three points of divergence between the two professions. The first is long-term focus. Speaking in generalities, teachers focus on the needs required by high-stakes testing, whereas instructional designers are more able to focus on performance-based needs of members of the organization. Second, instructional designers are expected to make executive decisions which will affect the direction and momentum of the organization toward achieving their goals. Teachers, on the other hand, are given instructions to follow a knowledge-based curriculum and testing schedule without the leverage to make administrative-level decisions on how to most effectively do so. Third, data collection and progress monitoring on the part of an instructional designer is performed with the objective of leading individuals and teams toward mastery of job-specific skills. Conversely, teachers acquire similar information regarding learners in order to determine areas of deficiencies, track students accordingly, and devote the majority of their energy towards Tier 2 students (those on the cusp of proficiency).
PART III - JOB POSTING URLs
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