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Job outlook for curriculum supervisors in the United States
Are curriculum supervisor jobs in demand?
Curriculum supervisor job and salary trends over time
Curriculum supervisor jobs over time
Curriculum supervisor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 355 | 0.00% |
| 2020 | 336 | 0.00% |
| 2019 | 339 | 0.00% |
| 2018 | 315 | 0.00% |
| 2017 | 302 | 0.00% |
Average curriculum supervisor salary over time
Curriculum supervisor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $63,409 | $30.48 | +1.0% |
| 2024 | $62,765 | $30.18 | +2.9% |
| 2023 | $61,023 | $29.34 | +1.1% |
| 2022 | $60,360 | $29.02 | +2.1% |
| 2021 | $59,138 | $28.43 | +0.3% |
Curriculum supervisor jobs by state
Most common states for curriculum supervisors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Idaho | 1,716,943 | 14 | 1% |
| 2 | California | 39,536,653 | 29 | 0% |
| 3 | Virginia | 8,470,020 | 24 | 0% |
| 4 | Massachusetts | 6,859,819 | 19 | 0% |
| 5 | Washington | 7,405,743 | 17 | 0% |
| 6 | New York | 19,849,399 | 13 | 0% |
| 7 | Oregon | 4,142,776 | 13 | 0% |
| 8 | Maryland | 6,052,177 | 12 | 0% |
| 9 | New Jersey | 9,005,644 | 8 | 0% |
| 10 | Michigan | 9,962,311 | 7 | 0% |
| 11 | Alabama | 4,874,747 | 5 | 0% |
| 12 | District of Columbia | 693,972 | 3 | 0% |
| 13 | Minnesota | 5,576,606 | 2 | 0% |
| 14 | New Hampshire | 1,342,795 | 1 | 0% |
| 15 | Wyoming | 579,315 | 1 | 0% |
| 16 | Nevada | 2,998,039 | 1 | 0% |
| 17 | Connecticut | 3,588,184 | 0 | 0% |
| 18 | Vermont | 623,657 | 0 | 0% |
| 19 | Maine | 1,335,907 | 0 | 0% |
| 20 | Delaware | 961,939 | 0 | 0% |
Curriculum Supervisor job outlook: Expert opinions
Our panel of curriculum supervisor experts
Lamar University
Tennessee Tech University
East Carolina University
Wayne State University
Concordia University, St. Paul
University of Denver
University of Idaho
Shippensburg University
What general advice would you give to a Curriculum Supervisor?
Debbie Azevedo Ed.D.: Curriculum and Instruction graduates should embrace technology and stay current with educational trends. The educational field is constantly changing, and graduates can keep up with the latest research and educational technology by attending conferences, subscribing to journals, and attending professional development. Being up to date on the latest educational technology can support graduates in enhancing their learning and streamlining curriculum development.
What will help Curriculum Supervisors increase their earning potential?
Debbie Azevedo Ed.D.: 1. Collaboration with Colleagues and the Community - Graduates will need skills in teamwork and collaborating on curriculum design to create educational experiences supportive and inclusive of all students. 2. Digital Integration - Graduates will integrate digital tools, including artificial intelligence, into their curriculum to enhance student learning. 3. Data Analysis - The skill of collecting and analyzing student data to inform instruction will be essential in improving student outcomes. 4. Personalized Learning Design - The skill of designing curricula to fit students' needs, including adaptive learning technologies and individualized learning paths, will be critical in the next 3-5 years as learning becomes more student-centered.
Dr. Johnny O'Connor Ph.D.
Iinterim Department Chair and Assistant professorLamar University
Department of Education Leadership
What soft skills should all Curriculum Supervisors possess?
Dr. Johnny O'Connor Ph.D.: Curriculum and Instruction professionals in PK - 12 settings consistently interact with various stakeholders (i.e., students, teachers, and staff). Given this, soft skills are a vital part of their success. Successful C&I professionals often present with the following soft skills:
-Ability to effectively communicate
-Strong desire to support student success
-Ability to effectively plan, organize and execute timely
-Inherent capacity to develop and work with interdisciplinary teams
Given the everchanging demand of this role and its direct effect on student achievement, C&I professionals must also be equipped with an unwavering work ethic.
What hard/technical skills are most important for Curriculum Supervisors?
Dr. Johnny O'Connor Ph.D.: Over the last two years, the role of a Curriculum and Instruction professional in PK - 12 settings has quickly evolved. While technology continues to be a fundamental part of curriculum and instructional practices, the emergence of COVID-19 has further solidified the relevance of technology in education, as virtual learning environments have been added to the academic offerings of many schools. Furthermore, in addition to having a deep knowledge of research-based curriculum and instructional strategies and the ability to utilize data to inform curriculum and instructional decisions, C&I professionals should now be prepared to demonstrate contemporary knowledge and understanding of instructional tools and practices within a virtual environment. This skill will become even more important as schools adapt to what has been termed as the "new normal" in education.
What skills will help Curriculum Supervisors earn the most?
Dr. Johnny O'Connor Ph.D.: In most professions, those that offer the most value to an organization earn more. Careers in curriculum and instruction are no exception. The skill level and experience of C&I professionals can vary widely. Nonetheless, only the most well qualified can demand top pay. C&I professionals with the following qualifications can expect to earn more than their less qualified peers:
-Advanced degrees in Curriculum/Instruction and/or Educational Leadership (i.e., M.Ed., Ed.D., Ph.D.)
-Experience with online instructional tools and learning platforms
-Experience developing and facilitating large scale professional development
-Knowledge and experience with curriculum and instruction in multiple content areas
-Experience as an instructional coach
-Ability to design, interpret and implement various models of response to intervention
-Previous leadership role in curriculum and instruction
-Ability to create and design customized curriculum
-Expertise in supporting the curriculum and instruction needs of multiple student groups
-5+ years successful teaching experience in a core subject area
What skills will help Curriculum Supervisors earn the most?
Jeremy Wendt: Flexible, adaptable, and confident job candidates are the most desirable. These abilities will create agility in a workplace, especially if the employees are always willing to grow, refine, and rebuild their skillset. Setting goals for the future, but adapting to change when it takes place, will always create unique opportunities for advancement and progress.
What soft skills should all Curriculum Supervisors possess?
Todd Finley Ph.D.: Being able to read the social contexts of different schools and classrooms is critical for curriculum specialists. With strong interpersonal skills, they should be able to critique classroom instruction without causing the teacher to feel threatened. They should also be able to read when students are simply being compliant instead of actually engaged by a rich curriculum. Finally, a spirit of generosity needs to be the curriculum specialist's ethos instead of applying a deficit mindset to a teacher's abilities.
What skills will help Curriculum Supervisors earn the most?
Todd Finley Ph.D.: As in any profession, the skill most useful for earning more is the ability to enhance the effectiveness and bolster the emotions of everyone around you. This often involves positively reframing sticky situations. Given that teaching is an emotionally intensive profession, that last skill is super important.
Dr. Leah Ketcheson
Assistant Professor, Health and Physical Education Teaching (H-PET)Wayne State University
Kinesiology, Health and Sport Studies
What skills stand out on Curriculum Supervisor resumes?
Dr. Leah Ketcheson: Flexibility with the delivery of course content. We like to feel confident our instructors are ready to teach online, in person, or in a hybrid model.
What skills will help Curriculum Supervisors earn the most?
Dr. Leah Ketcheson: Hard work, resiliency, and creativity.
What soft skills should all Curriculum Supervisors possess?
Dr. Leah Ketcheson: Listening to feedback from students and building relationships with community partners.
Dr. Barbara Wissink
Associate Professor of Education, Program Chair: Master of Education: with an Emphasis in Literacy with the additional MN K-12 Reading EndorsementConcordia University, St. Paul
Graduate Teacher Education
What skills will help Curriculum Supervisors earn the most?
Dr. Barbara Wissink: A candidate's resume must demonstrate that they have the correct credentials (master's degree and an endorsement/license in a specialized field) for a curriculum and instructional specialist position. Without the correct credentials, the candidate may be considered for a lower-paying "instructional support" position within a school district.
What will help Curriculum Supervisors increase their earning potential?
Maria Salazar Ph.D.: Graduates in Curriculum and Instruction will increase their earning potential by demonstrating that they are innovative and they are able to adapt to changing environments. Moreover, demonstrating an interdisciplinary approach is vital in order to understand the intertwined perspectives and approaches that are necessary to solve community challenges.
Taylor Raney Ph.D.
Director of Teacher Education, Associate Chair, Associate ProfessorUniversity of Idaho
Department of Curriculum and Instruction
Will there be an increase or decrease in demand for Curriculum Supervisors in the next 5 years?
Taylor Raney Ph.D.: An increase, without question. See my answer to #1 above. Teachers are burning out and leaving the profession when they can, not sticking around into retirement age because they love what they're doing.
What Curriculum Supervisor skills would you recommend for someone trying to advance their career?
Dr. Lynn Baynum Ph.D.: A gap year is typically seen as an opportunity to expand a worldview, yet many teacher candidates do not have the opportunity to study abroad. This should not preclude a future teacher from taking time to expand his/her knowledge and skills in relation to cultural and economic constructs that influence teaching and learning. One way to do so is to enroll in language courses or to work/volunteer in socio-culturally sponsored initiatives. Emersion is key to optimizing the gap year so that the teacher candidates can examine a cultural landscape. Perspective-taking can also break down biased beliefs.
For example, a teacher candidate who volunteers to work in a homeless shelter would begin to understand the factors that impact academic success. Also, teacher candidates can volunteer or work in urban settings with English Language Learners to better understand language acquisition. Fluency in a second language is not required in teacher training, yet conversational understanding of a second language helps a teacher candidate to not only communicate in that language, but also to empathize with English Language Learners. Knowledge of these factors (language acquisition, poverty, equity) enables teacher candidates to not only reflect on learners' needs but also to learn how to advocate for support. In addition, teacher candidates can become well versed in the service agencies aligned with community wellness and safety. In fact, teacher candidates can enroll in such programs as Youth First Aid Mental Health Training and QPR Training (Question, Persuade, Refer) to better recognize links between cognitive and social-emotional development.