Distance Learning Coordinators
Coordinate day-to-day operations of distance learning programs and schedule courses.
Tasks Include:
- Develop or provide technical resources, such as course management and videoconferencing systems, networking, and webcasting, for distance learning programs.
- Prepare and distribute schedules of distance learning resources, such as course offerings, classrooms, laboratories, equipment, and web sites.
- Provide technical or logistical support to users of distance learning classrooms, equipment, web sites, or services.
- Analyze data to assess distance learning program status or to inform decisions for distance learning programs.
- Assess distance-learning technological or educational needs and goals.
- Communicate to faculty, students, or other users availability of, or changes to, distance learning courses or materials, programs, services, or applications.
- Create and maintain web sites or databases that support distance learning programs.
- Develop distance learning program goals or plans, including equipment replacement, quality assurance, or course offering plans.
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The data sources for the information displayed here include: O*NET™ 16.0; US Department of Labor (BLS); Virginia Workforce Connection.
Projections Quick View:
Virginia: +31.0%
National: +13.6%
Education
No Data
Job Zone:
Income Range:
Highest ($50,000 and up)
Average Earnings:
National
$81,870.00
State
$98,020.00
Regional
Distance Learning Coordinators
Description
| Career Cluster: | Education & Training
|
Coordinate day-to-day operations of distance learning programs and schedule courses.
The data sources for the information displayed here include: O*NET™ 16.0.
Distance Learning Coordinators
Tasks
Tasks Include:
- Develop or provide technical resources, such as course management and videoconferencing systems, networking, and webcasting, for distance learning programs.
- Prepare and distribute schedules of distance learning resources, such as course offerings, classrooms, laboratories, equipment, and web sites.
- Provide technical or logistical support to users of distance learning classrooms, equipment, web sites, or services.
- Analyze data to assess distance learning program status or to inform decisions for distance learning programs.
- Assess distance-learning technological or educational needs and goals.
- Communicate to faculty, students, or other users availability of, or changes to, distance learning courses or materials, programs, services, or applications.
- Create and maintain web sites or databases that support distance learning programs.
- Develop distance learning program goals or plans, including equipment replacement, quality assurance, or course offering plans.
- Direct and support the technical operation of distance learning classrooms or equipment.
- Evaluate the effectiveness of distance learning programs in promoting knowledge or skill acquisition.
- Monitor technological developments in distance learning for technological means to educational or outreach goals.
- Negotiate with academic units or instructors and vendors to ensure cost-effective and high-quality distance learning programs, services, or courses.
- Prepare and manage distance learning program budgets.
- Prepare reports summarizing distance learning statistical data or describing distance learning program objectives and accomplishments.
- Purchase equipment or services in accordance with distance learning plans and budget constraints.
- Select, direct, and monitor the work of vendors that provide products or services for distance learning programs.
- Supervise distance learning support staff.
- Train instructors and distance learning staff in the use or support of distance learning applications, such as course management software.
- Troubleshoot and resolve problems with distance learning equipment or applications.
- Communicate technical or marketing information about distance learning via podcasts, webinars, and other technologies.
- Conduct inventories of distance learning equipment, summarizing equipment usage data.
- Review distance learning content to ensure compliance with copyright, licensing, or other requirements.
- Write and submit grant applications or proposals to secure funding for distance learning programs.
The data sources for the information displayed here include: O*NET™ 16.0.
Distance Learning Coordinators
Special Requirements
Most distance education administrators begin their careers as teachers and prepare for advancement into education administration by completing a master’s or doctoral degree. Because of the diversity of duties and levels of responsibility, educational backgrounds and experience vary considerably among these workers.
Education and training:
Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals or gain experience in other administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor.
In most public schools, principals, assistant principals, and school district administrators need a master’s degree in education administration or educational leadership. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, some principals and assistant principals hold only a bachelor’s degree, but the majority of principals have a master’s or doctoral degree.
Educational requirements for administrators of preschools and child care centers vary with the setting of the program and the State of employment. Administrators who oversee preschool programs in public schools often are required to have at least a bachelor’s degree. Child care directors who supervise private programs typically are not required to have a degree; however, most States require a preschool education credential, which often includes some postsecondary coursework.
College and university academic deans and chairpersons usually advance from professorships in their departments, for which they need a master’s or doctoral degree; further education is not typically necessary. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelor’s degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. A Ph.D. or Ed.D. is usually necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work.
Advanced degrees in higher education administration, educational leadership, and college student affairs are offered in many colleges and universities. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. The National Council for Accreditation of Teacher Education (NCATE) and the Educational Leadership Constituent Council (ELCC) accredit programs designed for elementary and secondary school administrators. Although completion of an accredited program is not required, it may assist in fulfilling licensure requirements.
Licensure and certification:
Most States require principals to be licensed as school administrators. License requirements vary by State, but nearly all States require either a master’s degree or some other graduate-level training. Some States also require candidates for licensure to pass a test. On-the-job training, often with a mentor, is increasingly required or recommended for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State. Principals in private schools are not subject to State licensure requirements.
Nearly all States require child care and preschool center directors to be licensed. Licensing usually requires a number of years of experience or hours of coursework or both. Sometimes, it requires a college degree. Often, directors also are required to earn a general preschool education credential, such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition, or some other credential designed specifically for directors. One credential designed specifically for directors is the National Administration Credential, offered by the National Child Care Association. The credential requires experience and training in child care center management.
There usually are no licensing requirements for administrators at postsecondary institutions.
Administration and supervision preK-12:
A. An endorsement in administration and supervision preK-12 consists of Level I, which is required to serve as a building-level administrator or central office supervisor, and Level II, which is an optional endorsement to which an experienced building-level administrator may aspire. Individuals must meet the requirements for the administration and supervision preK-12 endorsement through one of the four options listed in this section and be recommended by a Virginia school division superintendent. A school leader's assessment prescribed by the Board of Education must be met for all individuals who are seeking an initial endorsement authorizing them to serve as principals and assistant principals in the public schools. Individuals seeking an initial administration and supervision endorsement who are interested in serving as central office instructional personnel are not required to take and pass the school leaders assessment prescribed by the Board of Education.
B. Approved program route to Level I administration and supervision preK-12 endorsement. To become eligible for a Level I endorsement under this option, the candidate must have:
1. A master’s degree from a regionally accredited college or university;
2. Completed three years of successful, full-time experience in a public school or accredited nonpublic school in an instructional personnel position that requires licensure in Virginia ;
3. Completed an approved program in administration and supervision from a regionally accredited college or university;
4. Completed a minimum of 320 clock hours of a deliberately structured and supervised internship that provides exposure to multiple sites (elementary, middle, high, central office, agency) with diverse student populations. These experiences shall be an integral component of a Virginia Board of Education approved preparation program. The internship must be focused on instructional leadership and learning for all students and must occur in a public school or accredited nonpublic school; and
5. Satisfied the requirements for the school leaders licensure assessment prescribed by the Board of Education. Individuals seeking an initial administration and supervision endorsement who are interested in serving as central office instructional personnel are not required to take and pass the school leaders assessment prescribed by the Board of Education.
C. Alternate route to Level I administration and supervision preK-12 endorsement restricted to the Virginia school division in which the superintendent submitted the recommendation for endorsement. This endorsement is valid only in the designated Virginia school division and would not be portable or reciprocal. In order to be eligible for Level I endorsement under this option, the candidate must have:
1. A master’s degree from a regionally accredited college or university;
2. Completed graduate coursework in school law, evaluation of instruction, and other areas of study as required by an employing Virginia school superintendent; the graduate coursework must be taken from a regionally accredited college or university that has a state-approved administration and supervision program;
3. Completed three years of successful, full-time experience in a public school or accredited nonpublic school in an instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders licensure assessment specified by the Board of Education; and
5. Been recommended by the superintendent in the employing Virginia school division.
D. Alternate route to Level I administration and supervision preK-12 endorsement.
In order to be eligible for Level I endorsement under this option, the candidate must have:
1. A master’s degree from a regionally accredited college or university;
2. Completed graduate coursework in school law, evaluation of instruction, special education, school finance, and educational leadership, and other areas of study as required by an employing Virginia school superintendent; the graduate coursework must be taken from a regionally accredited college or university that has a state-approved administration and supervision program.
3. Completed three years of successful, full-time experience in a public school or accredited nonpublic school in an instructional personnel position that requires licensure in Virginia;
4. Satisfied the requirements for the school leaders licensure assessment specified by the Board of Education; and
5. Been recommended by the superintendent in the employing Virginia school division.
E. Out-of-state administration and supervision endorsement. The candidate must have:
1. A master’s degree from a regionally accredited college or university; and
2. A current, valid out-of-state license (full credential) with an endorsement in administration and supervision.
F. Level II endorsement in administration and supervision preK-12:
A building-level administrator may seek Level II endorsement in administration and supervision preK- 12 after successfully serving as a building-level administrator for at least five years in a public school or accredited nonpublic school and successfully completing a formal induction program as a principal or assistant principal. In order to earn Level II endorsement, the candidate must meet two or more of the following criteria as specified by the Board of Education and documented in a Department of Education approved format and be recommended by the employing Virginia school division superintendent :
1. Evidence of improved student achievement;
2. Evidence of effective instructional leadership;
3. Evidence of positive effect on school climate or culture;
4. Earned doctorate in educational leadership or evidence of formal professional development in the areas of school law, school finance, supervision, human resource management, and instructional leadership; or
5. Evidence of a completion of a high-quality professional development project designed by the division superintendent.
For More Information, Contact:
National Council for Accreditation of Teacher Education
2010 Massachusetts Ave NW, Suite 500
Washington, DC 20036
Phone: (20.2) .496
Fax: (20.2) .6620
http://www.ncate.org/
ncate@ncate.org
The data sources for the information displayed here include: Virginia Career VIEW Research.
Distance Learning Coordinators
Earnings Benefits
| Region | Entry Level | Average | Experienced |
|---|---|---|---|
| United States | $41,040.00 | $82,070.00 | $128,040.00 |
| Virginia | $58,770.00 | $98,020.00 | $136,480.00 |
| Region | Entry Level | Average | Experienced |
| Bay Consortium | $62,816.96 | $89,042.29 | $117,067.15 |
| Capital Region Workforce Partnership | $47,085.41 | $80,159.91 | $113,244.52 |
| Central VA/Region2000 | $33,517.55 | $76,084.39 | $119,062.93 |
| Crater Area | $79,525.67 | $102,831.67 | $129,731.70 |
| Greater Peninsula | $76,052.02 | $126,380.45 | No Data |
| Hampton Roads | $39,207.50 | $68,344.05 | $118,713.94 |
| New River/Mt. Rogers | No Data | No Data | No Data |
| Northern Virginia and Alexandria/Arlington | $65,691.77 | $108,038.10 | $150,214.48 |
| Piedmont Workforce | $49,588.98 | $96,482.20 | $145,963.96 |
| Shenandoah Valley | $43,019.00 | $68,752.71 | $96,162.55 |
| South Central | No Data | No Data | No Data |
| Southwestern Virginia | $37,090.33 | $69,586.22 | $93,495.11 |
| West Piedmont | No Data | No Data | No Data |
| Western Virginia | No Data | No Data | No Data |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection.
Distance Learning Coordinators
Employment Projections
| National | 2010 | 2020 | % Change |
|---|---|---|---|
| United States | 32,500 | 36,900 | + 13.6% |
| State | 2008 | 2018 | % Change |
| Virginia | 944 | 1,237 | + 31.0% |
| Region | 2008 | 2018 | % Change |
| Bay Consortium | 32 | 40 | + 25.0% |
| Capital Region Workforce Partnership | 102 | 132 | + 29.4% |
| Central VA/Region2000 | 12 | 15 | + 25.0% |
| Crater Area | 16 | 21 | + 31.3% |
| Greater Peninsula | 78 | 104 | + 33.3% |
| Hampton Roads | 69 | 94 | + 36.2% |
| New River/Mt. Rogers | 0 | 0 | + 0.0% |
| Northern Virginia and Alexandria/Arlington | 369 | 468 | + 26.8% |
| Piedmont Workforce | 47 | 59 | + 25.5% |
| Shenandoah Valley | 52 | 72 | + 38.5% |
| South Central | 13 | 17 | + 30.8% |
| Southwestern Virginia | 0 | 0 | + 0.0% |
| West Piedmont | 15 | 20 | + 33.3% |
| Western Virginia | 37 | 51 | + 37.8% |
The data sources for the information displayed here include: Virginia Workforce Connection.
Distance Learning Coordinators
View Videos
The following videos are available for this occupation:
- Education and Training (6.07 Mb)
Macromedia Flash is required for viewing the videos. If you do not have the Flash plugin, it is freely available for download.
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee.
Distance Learning Coordinators
Military Training
The following military job classifications are available for this occupation:
- Educators and Instructors
- Health Services Administration
- Training Administrators
The data sources for the information displayed here include: Defense Manpower Data Center.
Distance Learning Coordinators
Titles
- Distance Education Coordinator
- Distance Education Development Coordinator
- Distance Education Director
- Distance Learning Administrator
- Distance Learning Coordinator
- Distance Learning Program Coordinator
- Online Program Coordinator
- Student Outreach Coordinator
The data sources for the information displayed here include: O*NET™ 16.0.
Distance Learning Coordinators
Related Schools
- Argosy University-Washington D.C.
- College of William and Mary
- George Mason University
- Hampton University
- Liberty University
- Lynchburg College
- Marymount University
- Old Dominion University
- Radford University
- Regent University
- Shenandoah University
- University of Mary Washington
- University of Richmond
- University of Virginia-Main Campus
- Virginia Commonwealth University
- Virginia Polytechnic Institute and State University
- Virginia State University