Example Job Description
Digital Curriculum Coordinator
An instructional leader who ensures digital curriculum is standards-aligned, accessible, coherent, secure, and genuinely useful in teaching and learning.
Interview Planning Resource
Possible Interview Q&A: Digital Curriculum 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 digital curriculum, learning-management, content-integration, assessment, and instructional-resource systems?
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 widely used digital resource that is inaccessible, misaligned, or no longer supported. 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, teachers, site leaders, special-program staff, technology teams, publishers, and curriculum committees 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 digital curriculum, learning-management, content-integration, assessment, and instructional-resource systems?
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 governing-board curriculum authority, teacher professional judgment, privacy and security review, procurement authority, and copyright or license terms?
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 standards alignment, accessibility, instructional usefulness, equitable access, adoption, support burden, outcomes, and total cost?
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 resources and contracts, listen to educators and students, identify duplication and access gaps, clarify review criteria and ownership, and publish an adoption and retirement 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 Digital Curriculum Coordinator coordinates the selection, implementation, governance, evaluation, and continuous improvement of district digital curriculum and related instructional resources.
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 curriculum, instruction, or educational-services administrator. Insert the school district’s approved reporting relationship here.
Required Education and Credentials
Required
- Master's degree in curriculum and instruction, education, instructional design, educational technology, or a related field.
- Valid California teaching credential; an Administrative Services Credential may be required when the assignment includes 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 coordinating curriculum adoption, instructional resources, or technology-supported 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 with digital curriculum review, accessibility, licensing, interoperability, learning-management systems, professional learning, and implementation evaluation.
- Experience developing procedures, training users, improving processes, and supporting continuity during staff or system changes.
Essential Duties and Responsibilities
Curriculum Strategy and Governance
- Develop district standards, review criteria, decision rights, and lifecycle practices for digital curriculum and instructional resources.
- Coordinate needs analysis, selection, pilot, adoption, renewal, replacement, and retirement with documented evidence and approvals.
- Maintain an authoritative inventory of approved resources, owners, audiences, license terms, integrations, accessibility status, and support expectations.
Quality, Access, and Instructional Coherence
- Review resources for standards alignment, cultural and linguistic responsiveness, accessibility, usability, assessment quality, evidence, and age appropriateness.
- Identify overlapping, fragmented, or underused resources and recommend consolidation or targeted improvement.
- Ensure digital materials fit coherent units, courses, intervention systems, student supports, and offline or low-connectivity contingencies.
Implementation and Professional Learning
- Develop implementation plans, exemplars, role-based guidance, professional learning, and feedback loops for adopted resources.
- Partner with educators to strengthen lesson design, student agency, feedback, and appropriate technology use.
- Coordinate launch readiness across rostering, identity, integrations, devices, help resources, communication, and school schedules.
Evaluation and Stewardship
- Define adoption, access, quality, outcome, cost, and support measures; analyze evidence by school, course, student group, and context.
- Lead periodic resource reviews and document continuation, remediation, renegotiation, or retirement decisions.
- Maintain records, continuity materials, and vendor accountability; perform other related duties consistent with classification.
Required Skills and Abilities
Knowledge of
- California content standards, curriculum frameworks, instructional-materials adoption, course requirements, assessment, and local curriculum governance
- Digital instructional design, accessibility, Universal Design for Learning, multilingual access, media literacy, copyright, licensing, and open educational resources
- Learning-management systems, rostering, identity, interoperability, analytics, privacy, security, responsible AI, and vendor management
- Adult learning, facilitation, pilot design, implementation science, change management, and program evaluation
Ability to
- Evaluate digital resources for instructional purpose, standards alignment, accessibility, evidence, privacy, usability, support, and lifecycle cost
- Facilitate transparent selection and adoption processes involving representative educators, students, families, and specialists
- Translate curriculum requirements into practical platform, integration, professional-learning, and support needs
- Use evidence without treating usage counts as proof of learning
- Negotiate priorities across curriculum, technology, procurement, legal, and school operations
- Create clear guidance that supports consistency while preserving appropriate instructional judgment
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, teachers, site leaders, special-program staff, technology teams, publishers, and curriculum committees.
- 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.