Pedagogical coordinator - Salary and Career
Programmers, evaluators and teaching advisors

Pedagogical 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 Pedagogical coordinator earn

A Pedagogical 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 Pedagogical 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 Pedagogical coordinator

Programmers, evaluators and teaching advisors must:

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

  • Activities

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

    Sectors that hire Pedagogical 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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