Example Job Description
Blended Learning Coordinator
An instructional leader who helps schools combine in-person and digital learning into coherent, accessible, evidence-informed experiences for every student.
Interview Planning Resource
Possible Interview Q&A: Blended Learning Coordinator
How to use this resource: Select questions that measure competencies established through the district’s current job analysis. Ask candidates the same predetermined questions under comparable conditions and evaluate responses against the same job-related criteria.
The indicators below describe evidence a strong response may contain; they are not required scripts or the only acceptable answers.
- How would you establish priorities and a practical annual work plan for learning-management, digital-content, assessment, and student-support platforms?
Strong response indicators: Connects district goals and user needs to risk, dependencies, capacity, owners, milestones, service measures, communication, and review rather than producing an unranked project list.
- Describe a time you found that a familiar process or report was producing unreliable results. How did you investigate and correct it?
Strong response indicators: Defines the expected result, traces evidence to authoritative sources, distinguishes symptoms from root causes, involves accountable owners, tests the correction, reconciles downstream effects, documents decisions, and monitors recurrence.
- You encounter a blended-learning model that produces uneven participation or weak instructional coherence. What would you do first, and how would you manage the issue through resolution?
Strong response indicators: Protects people and continuity, establishes scope and authority, preserves evidence, engages the right owners, communicates proportionately, documents decisions, verifies recovery or correction, and completes a lessons-learned review.
- How would you work with students, families, educators, site leaders, special-program staff, technology teams, and curriculum providers when they disagree about priorities or the acceptable level of risk?
Strong response indicators: Clarifies decision rights and shared purpose, surfaces evidence and constraints, distinguishes requirements from preferences, documents options and residual risk, facilitates a timely decision, and escalates through established authority when needed.
- What controls would you put in place before making a significant change to learning-management, digital-content, assessment, and student-support platforms?
Strong response indicators: Includes requirements, ownership, risk and privacy review, representative testing, accessibility where relevant, approvals, change communication, rollback or contingency, validation, monitoring, documentation, and support readiness.
- How would you decide what to automate and what should retain meaningful human review?
Strong response indicators: Selects stable, repeatable, testable work for automation; preserves human authority for exceptions and consequential judgments; addresses access, logging, bias or error, monitoring, failure recovery, documentation, and periodic reassessment.
- How would you explain a serious technical, instructional, operational, or data concern to a leader who does not work in your specialty?
Strong response indicators: States the affected people and services, evidence, uncertainty, consequence, deadline, accountable owners, options, recommendation, residual risk, and next update in plain language.
- What would you do when a request exceeds teacher professional judgment, curriculum authority, student privacy, accessibility, and local instructional policy?
Strong response indicators: Recognizes the limit, avoids unauthorized action, clarifies the legitimate need, preserves service where possible, routes the decision to the authorized owner, documents the handoff, and follows through without abandoning the requester.
- How would you protect confidential information while still providing useful service and appropriate access?
Strong response indicators: Applies purpose limitation, minimum necessary access, role-based permissions, secure transmission and storage, approved retention, understandable communication, auditability, timely removal, and incident escalation.
- How would you build staff capability so your office does not become the permanent fixer of every problem?
Strong response indicators: Uses clear ownership, role-based training, usable procedures, coaching, feedback loops, office hours, communities of practice, quality reports, cross-training, and measures whether source practices improve.
- What evidence would you use to determine whether your work is improving student engagement, learning, access, belonging, course progress, educator practice, and implementation fidelity?
Strong response indicators: Uses a balanced set of outcome, implementation, service, risk, equity, and user-experience measures; disaggregates appropriately; explains limitations; establishes baselines and review cadence; and changes course when evidence warrants.
- What would you prioritize during your first 90 days?
Strong response indicators: Would inventory current models and tools, listen to students and educators, identify access and quality gaps, clarify program standards, and establish an improvement and professional-learning roadmap; listens before redesigning, identifies urgent risks, delivers credible early improvements, and creates an achievable longer-term roadmap with owners and measures.
Position Description
Under the direction of the appropriate district administrator, the Blended Learning Coordinator coordinates the design, implementation, evaluation, and continuous improvement of district blended-learning programs.
The position connects policy, people, process, information, and technology; establishes repeatable practices; makes unresolved risk visible; and supports continuous improvement without displacing the authority of designated program, legal, privacy, security, fiscal, instructional, or executive decision-makers.
Reports To
Illustrative reporting relationship: Appropriate educational-services or curriculum and instruction administrator. Insert the school district’s approved reporting relationship here.
Required Education and Credentials
Required
- Master’s degree in education, curriculum and instruction, educational technology, instructional design, or a related field.
- Valid California teaching credential; an Administrative Services Credential may be required when the assignment includes evaluation or other administrative services.
- Successful completion of all district-required employment clearances and assigned privacy, security, accessibility, records, and safety training.
Preferred
- Graduate study, advanced coursework, or current professional learning directly related to the position’s assigned scope.
- Relevant training in project management, facilitation, change management, data-informed improvement, and public-sector service.
Required / Desired Experience
Required Experience
- Successful classroom teaching plus experience designing technology-supported instruction and facilitating professional learning.
- Experience coordinating deadline-driven work with multiple departments, users, or school sites.
- Experience handling confidential information and documenting decisions, exceptions, and completed work.
Desired Experience
- Experience leading blended or online programs, learning-management systems, accessibility, digital curriculum review, implementation research, and cross-school improvement.
- Experience developing procedures, training users, improving processes, and supporting continuity during staff or system changes.
Essential Duties and Responsibilities
Program Design and Standards
- Develop district definitions, quality indicators, design standards, and implementation guidance for blended learning.
- Support schools in selecting appropriate combinations of in-person, synchronous, asynchronous, collaborative, and independent learning.
- Align blended models with curriculum frameworks, course requirements, assessment systems, accessibility, and student-support obligations.
Professional Learning and Coaching
- Design sustained professional learning based on educator needs, classroom evidence, student experience, and program goals.
- Model lessons, co-plan units, facilitate peer learning, and help educators improve digital workflow, feedback, and student agency.
- Develop role-based resources for teachers, leaders, support staff, substitutes, students, and families.
Digital Ecosystem and Access
- Coordinate instructional requirements with learning-management, identity, rostering, content, assessment, communication, and support systems.
- Identify and reduce barriers involving devices, connectivity, language, disability access, scheduling, navigation, and technical support.
- Participate in privacy, security, accessibility, procurement, pilot, renewal, and retirement reviews for digital learning resources.
Evaluation and Continuous Improvement
- Define meaningful implementation and outcome measures; analyze evidence by school, course, student group, and learning context.
- Coordinate pilots with clear hypotheses, supports, comparison evidence, feedback, and scale or stop criteria.
- Document effective practices, unresolved risks, decisions, and continuity plans; perform other related duties consistent with classification.
Required Skills and Abilities
Knowledge of
- Research-informed blended instruction, synchronous and asynchronous learning, instructional design, formative assessment, feedback, and student agency
- California curriculum frameworks, Digital Learning Integration and Standards Guidance, accessibility, Universal Design for Learning, and culturally responsive teaching
- Learning-management systems, digital curriculum, interoperability, rostering, identity, analytics, privacy, security, and responsible AI
- Adult learning, coaching, implementation science, program evaluation, change management, and family engagement
Ability to
- Help educators design coherent learning sequences in which technology serves an identified instructional purpose
- Facilitate professional learning, coaching cycles, demonstration lessons, communities of practice, and implementation reflection
- Evaluate digital content for standards alignment, accessibility, privacy, usability, evidence, and total implementation burden
- Use participation and outcome data to identify barriers without equating logins or screen time with learning
- Coordinate curriculum, technology, special programs, assessment, and school operations
- Communicate clear expectations and flexible supports to students, families, educators, and leaders
Work Environment
- Work is performed primarily in district offices, schools, meeting rooms, training environments, and other computer-based professional settings, with remote participation as authorized.
- The position requires extended computer use and detailed review of records, systems, reports, procedures, communications, or technical documentation.
- Work involves frequent coordination with students, families, educators, site leaders, special-program staff, technology teams, and curriculum providers.
- The employee may encounter competing priorities, interruptions, confidential matters, fixed deadlines, and time-sensitive problems requiring calm, documented judgment.
- Workload may increase during school opening and closing, reporting cycles, audits, major changes, incidents, and other critical district operations.
Other Requirements
- Successfully complete required criminal-record, fingerprint, and employment clearances.
- Complete a tuberculosis risk assessment and any examination required by applicable law or district policy.
- Complete district-required cybersecurity, privacy, accessibility, nondiscrimination, workplace-safety, and records-management training.
- Maintain professional confidentiality and comply with district policies governing records, information security, acceptable technology use, conflicts of interest, and data access.
- Travel between district offices, schools, meetings, training locations, and professional-development activities as assigned.
- Possess a valid California driver’s license and maintain insurability when driving is an essential function of the position.
- Occasionally work evening, weekend, or extended hours during critical operations, incidents, deadlines, public meetings, or system transitions.
- Regularly sit, stand, walk, speak, hear, read, and operate computers and standard office equipment; occasionally lift, carry, or move records, equipment, or supplies weighing up to 25 pounds.
- Perform the essential functions of the position with or without reasonable accommodation.