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

School 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 School coordinator earn

A School 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 School 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 School coordinator

Programmers, evaluators and teaching advisors must:

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

  • Activities

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

    Sectors that hire School 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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