Course and area of ​​study coordinator - Salary and Career
Programmers, evaluators and teaching advisors

Course and area of ​​study coordinator - Career description, activities, functions and salary

They implement, evaluate, coordinate and plan the development of pedagogical/instructional projects in face-to-face and/or distance learning modalities, applying methodologies and techniques to facilitate the teaching and learning process. They work in academic and/or corporate courses at all levels of education to meet the needs of students, monitoring and evaluating educational processes. They enable collective work, creating and organizing mechanisms for participation in educational programs and projects, facilitating the communication process between the school community and the associations linked to it.

How much does an Course and area of ​​study coordinator earn

A Course and area of ​​study coordinator earns between $1.286 and $8.214 per month, with an average monthly salary of $3.108 and a median salary of $2.424 according to an salary survey along with to data of professionals hired and fired by companies in the labor market.

Our research is based on the salaries of 26.115 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Course and area of ​​study coordinator

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 3.108 37.293 777 17
1º Quartile 1.286 15.433 322 7
Median Salary 2.424 29.088 606 13
3º Quartile 6.264 75.173 1.566 33
Higher Salary 8.214 98.569 2.054 44

Professional job categories

  • Science and arts professionals
    • teaching professionals
      • other teaching professionals not previously rated
        • programmers, evaluators and teaching advisors

Related Positions:

Main workplaces

Programmers, evaluators and teaching advisors they work in teaching activities in the public and private spheres. They are statutory or registered employees, they work both individually and in an interdisciplinary team, with occasional supervision, indoors and during day and night hours. In some activities they can work under pressure, leading them to a stressful situation.

What does it take to work in the field of Programmers, evaluators and teaching advisors

The exercise of these occupations requires a degree in education or related areas. The full performance of activities occurs after three or four years of professional practice.

Functions and activities of Course and area of ​​study coordinator

Programmers, evaluators and teaching advisors must:

  • viable collective work;
  • communicate;
  • comunicar-se;
  • promoting the continuing education of professionals;
  • develop a pedagogical/instructional project;
  • implement the execution of the pedagogical/instructional project;
  • promote the continuous training of professionals;
  • enabling collective work;
  • enable collective work;
  • demonstrate personal skills;
  • coordinate the (re)construction of the pedagogical/instructional project;
  • evaluate the development of the pedagogical/instructional project;
  • make collective work viable;
  • elaborate instructional project;
  • promote the continuing training of professionals;
  • develop pedagogical/instructional project;
  • coordinate the (re)construction of the pedagogical/instructional project;
  • promote the continuing education of professionals;

  • Activities

    • monitor the production team;
    • provide theoretical subsidies;
    • planning operationalization actions;
    • respect otherness;
    • select bibliography;
    • valuing significant pedagogical experiences;
    • plan operationalization actions;
    • publish pedagogical experiences;
    • coordinate learning recovery projects and activities;
    • evaluate the implementation of educational projects;
    • elaborate learning recovery projects;
    • manage time;
    • identify learning context;
    • promote the establishment of relationships that favor meaning of the teacher, the student, the school institution and the family;
    • organize spaces and mechanisms for participation/interaction;
    • encourage mutual respect;
    • structuring pedagogical times;
    • disseminate pedagogical experiences;
    • organize a meeting of students;
    • map content;
    • demonstrate flexibility;
    • study continuously;
    • guide the production team;
    • describe activities;
    • participate in the elaboration and re-elaboration of school regulations;
    • research advances in scientific, artistic, philosophical and technological knowledge;
    • create spaces for participation/interaction;
    • advise the teaching work;
    • propose accessibility mechanisms;
    • meeting with class councils;
    • inspect compliance with legislation and the pedagogical project;
    • monitor the students' production;
    • describe the structure of the learning environment;
    • establish harmony between the country's educational policy and the school's pedagogical project;
    • participate in the creation of the graphic project;
    • intervene in the application of disciplinary measures;
    • deepen reflection on the development of children, youth and adults;
    • propose allocation of resources (human, financial, material and technological);
    • evaluate the performance of classes/classes;
    • manage disciplinary conflicts between teachers and students;
    • create usability mechanisms;
    • training continuously;
    • compatize workload by activities;
    • define evaluation processes;
    • demonstrate versatility;
    • stimulate the participation of different subjects;
    • script material;
    • explain the guiding principles of the pedagogical project;
    • manage conflicts;
    • encourage cooperation;
    • stimulate creativity;
    • participate in the preparation and re-elaboration of school regulations;
    • stimulate a sense of justice;
    • respect the autonomy of the educator;
    • propose participation/interaction strategies;
    • promote courses, workshops and technical guidance at school and between schools;
    • understand the context;
    • elaborate objectives;
    • evaluate the processes of cognitive, psychomotor, linguistic and graphoperceptive maturation of child;
    • define communication approach;
    • organize meetings with work teams;
    • ensure instructional integrity;
    • coordinate meetings;
    • observe the work process in classrooms;
    • apply disciplinary sanctions in accordance with the school charter;
    • demonstrate proactiveness;
    • perform quality control;
    • define teaching strategies;
    • seek advice to enable the pedagogical/instructional project ;
    • analyze the results of the evaluations;
    • map competencies;
    • looking with pedagogical intention;
    • participate in external evaluations;
    • trace execution schedule;
    • routinely visit schools;
    • deepen reflection on curricula and teaching methodologies;
    • register the production of knowledge about educational practice;
    • interact with parents;
    • guide the author on a pedagogical/instructional project;
    • deepen reflection on theories of learning;
    • enable the evaluation of the school by the community;
    • mediate conflicts between school and family;
    • identify the guiding principles of the school/institution;
    • define media;
    • monitor the development of the teaching/author work;
    • research educational practices;
    • participate in courses, seminars and congresses;
    • contribute for decisions to express the collective;
    • trace educational goals;
    • stimulate transparency in the conduct of work;
    • trace educational objectives;
    • observe the performance of the classes;
    • propose solutions for detected educational problems;
    • detect eventual educational problems;
    • articulate the school's action with other institutions;
    • analyze the class and school council meetings;
    • respect diversity;
    • promote the exchange of experiences;
    • adapt textual and imagery language;
    • characterize the profile of students;
    • establish harmony between learning theories and teaching modalities;
    • respect the educator's authorship;
    • build assessment instruments;
    • define scope;
    • systemize administrative and pedagogical records;
    • participate in forums: academic, political and cultural;
    • build an evaluation system;
    • stimulate critical thinking;
    • observe class and school councils;
    • produce pedagogical support material;
    • evaluate the master plans;
    • stimulate participation in associative institutions;
    • self-evaluate;
    • manage work resources;
    • promote case studies;
    • participate in the evaluation proposed by the institution;
    • create mechanisms for participation/interaction;
    • collect different proposals for coordination, supervision and guidance as subsidies;
    • historically contextualize the school;
    • mastering the portuguese language;
    • monitor the review process;
    • manage the demand for vacancies;
    • articulate the joint action of the school with the institutions protection of children and adolescents;
    • socialize information;
    • elaborate visual script (storyboard);
    • provide subsidies for reflection on social and political changes , technological and cultural;
    • report;
    • respect the educator's autonomy;
    • interview;
    • raise educational and social needs;
    • evaluate the school institution;
    • valuing the participation of families and students in the pedagogical project;
    • identify target audience;
    • evaluate the teaching and learning process;
    • select theoretical reference;
    • advise schools in planning and demand for vacancies;
    • interpret the relationships that enable or prevent the emergence of teaching processes ;
    • create a favorable working climate;
    • suggest changes in the pedagogical project;
    • scaling workload;
    • analyze the performance of the classes;
    • develop self-esteem;
    • propose actions that favor the maturation of the child;
    • planning meetings with work teams;
    • manage the learning progression;
    • studying continuously;
    • express yourself clearly;
    • deepen reflection on learning theories;
    • develop activities;
    • raise material, human and financial resources;
    • stimulate aesthetic values;
    • issue opinions for authorization of private schools;
    • demonstrate observation skills;
    • scaling problems;
    • create spaces for the exercise of diversity;
    • coordinate meetings;
    • demonstrate creativity;
    • equalize information;
    • elaborate guidance texts;
    • disclose evaluation results;
    • validate final product;
    • training continuously;
    • analyze the execution of the teaching plan and other school regimes;
    • monitor the student's school trajectory;
    • continuously update;
    • create participation/interaction mechanisms;
    • issue opinions;
    • scaling problems;
    • advise schools/institutions;
    • mediate information between author and production team;
    • analyze the class and school council meetings;
    • create and recreate norms of coexistence and collective work procedures;
    • self-assessment;
    • organizing study groups;
    • disclose resolutions;
    • stimulate solidarity;
    • characterize the students' profile;
    • work as a team;
    • stimulating transparency in the conduct of work;
    • organize meetings, congresses and seminars;
    • verify the achievement of goals;
    • deepening the reflection on learning theories;
    • validate revised material;
    • orient interdisciplinary activities;
    • evaluate the professional performance of educators;
    • form work teams;
    • ensure that the evaluation concept is in line with the principles of the pedagogical project;

    Sectors that hire Course and area of ​​study coordinator the most in the job market

    • elementary school
    • child education - pre-school
    • child education - day care
    • higher education - undergraduate
    • higher education - undergraduate and postgraduate
    • high school
    • activities of associations for the defense of social rights
    • language teaching
    • technical level vocational education
    • professional and management development training

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