Explore jobs
Find specific jobs
Explore careers
Explore professions
Best companies
Explore companies
Job outlook for head coordinators in the United States
Head coordinator job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected head coordinator job growth rate is 12% from 2018-2028.
About 52,400 new jobs for head coordinators are projected over the next decade.
Head coordinator salaries have increased 8% for head coordinators in the last 5 years.
There are over 9,986 head coordinators currently employed in the United States.
There are 44,229 active head coordinator job openings in the US.
The average head coordinator salary is $48,631.
Are head coordinator jobs in demand?
Head coordinator job and salary trends over time
Head coordinator jobs over time
Head coordinator job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 9,986 | 0.00% |
| 2020 | 9,915 | 0.00% |
| 2019 | 10,250 | 0.00% |
| 2018 | 10,115 | 0.00% |
| 2017 | 9,962 | 0.00% |
Average head coordinator salary over time
Head coordinator salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $48,631 | $23.38 | +3.2% |
| 2024 | $47,109 | $22.65 | +1.5% |
| 2023 | $46,435 | $22.32 | +1.4% |
| 2022 | $45,811 | $22.02 | +1.3% |
| 2021 | $45,212 | $21.74 | +3.2% |
Head coordinator jobs by state
Most common states for head coordinators
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Delaware | 961,939 | 191 | 20% |
| 2 | District of Columbia | 693,972 | 141 | 20% |
| 3 | Kansas | 2,913,123 | 550 | 19% |
| 4 | North Dakota | 755,393 | 134 | 18% |
| 5 | New Mexico | 2,088,070 | 326 | 16% |
| 6 | Arkansas | 3,004,279 | 447 | 15% |
| 7 | South Dakota | 869,666 | 119 | 14% |
| 8 | Massachusetts | 6,859,819 | 902 | 13% |
| 9 | Idaho | 1,716,943 | 225 | 13% |
| 10 | Alaska | 739,795 | 86 | 12% |
| 11 | Alabama | 4,874,747 | 530 | 11% |
| 12 | Oklahoma | 3,930,864 | 441 | 11% |
| 13 | New Hampshire | 1,342,795 | 146 | 11% |
| 14 | Rhode Island | 1,059,639 | 102 | 10% |
| 15 | Montana | 1,050,493 | 93 | 9% |
| 16 | Maryland | 6,052,177 | 456 | 8% |
| 17 | Vermont | 623,657 | 52 | 8% |
| 18 | Virginia | 8,470,020 | 622 | 7% |
| 19 | Colorado | 5,607,154 | 365 | 7% |
| 20 | Oregon | 4,142,776 | 289 | 7% |
Most common cities for head coordinators
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | New York | 1 | 0% | $70,708 |
Head Coordinator job outlook: Expert opinions
Our panel of head coordinator experts
Angelo State University
Winona State University
Heidelberg University
Brigham Young University
Grand Valley State University
University of La Verne
Gonzaga University
Fontbonne University
Felician University
Carlow University
Seattle University
East Tennessee State University
American University
Jeremy St. John
Associate Professor of Management Information Systems and Department Chair of Accounting, Economics, and FinanceAngelo State University
Accounting And Related Services
What general advice would you give to a Head Coordinator?
Jeremy St. John: Graduates beginning their career tend to lack experience and employers want to see experience. I encourage students to look for internships within their field before graduation. The internship is a chance for students to see if the company is a good fit for them and vice versa. Certainly, one hopes an internship pays well and develops into a full-time job offer, but the reference from the employer might be the most valuable part of an internship. For that reason, students working as interns should strive to demonstrate good work ethic, value, and reliability. Here at Angelo State University's Norris-Vincent College of Business our most recent program, a banking certificate program, has an internship as a required part of the class. We met with the local banks and had them promise to provide 35 ongoing internship positions for students in our banking certificate program. We are considering other ways in which to incorporate internships as a required part of curriculum, that is how important we think it is.
What Head Coordinator skills would you recommend for someone trying to advance their career?
Jeremy St. John: I think reliability has become one of the most sought-after skills. Showing up on time and having a good work ethic are highly sought after skills. More and more I am hearing from my students that the employers want them to be able to use AI at work. Students able to work with AI are telling me things like "my boss says I am the most productive employee, and it is because I use AI to help me do the work." If the ability to work with AI can make you the most productive employee in the eyes of your employer, that is an important skill to have. Technical skills should continue to be in demand. People-skills, critical thinking, and systems thinking are already in demand and I think they will grow in importance simply because they complement AI.
What will help Head Coordinators increase their earning potential?
Jeremy St. John: One way to maximize your salary is to make yourself more valuable. Businesses have problems, even their opportunities can be seen as problems. Employees are hired to address those problems. If you can gain a reputation as someone who can be relied on to solve whatever problems your employer has, they will continue to turn to you for solutions. The problem solvers tend to be the ones who get promoted. With this in mind, think about the personal characteristics, skills, technical abilities, degrees, and professional certifications that can help you become a valuable problem solver in your chosen industry.
What soft skills should all Head Coordinators possess?
Steven Baule: Communications skills are essential for all leaders regardless of industry. Educational leaders have to be able to communicate effectively with a wide range of stakeholders ranging from students through parents to staff and community leaders. Skills and experience in managing student behaviors are often one of the most sought-after sets of soft skills, and aspiring educational leaders will nearly always be queried on their experiences on this front during interviews.
Paige Atterholt
Adjunct ProfessorHeidelberg University
Will there be an enduring impact of the coronavirus pandemic on Head Coordinators?
Paige Atterholt: I think now, being in year 2 of the pandemic, I think if anything there will be more jobs for graduates. Just looking through the jobs online, there are many opportunities for graduates to get a job. I think the older community retired when things got bad, which opened the door for the younger generation.
What are the biggest trends we'll see in the Head Coordinator job market given the pandemic?
Dr. Stephen Duncan Ph.D.: The major trend is working from home, utilizing internet technologies more and more. The definition of "workplace" has expanded to include anytime, anywhere.
What soft skills should all Head Coordinators possess?
Dr. Stephen Duncan Ph.D.: Graduates should know how to get along collaboratively, having strong interpersonal skills, empathy for others' circumstances. In the School of Family Life, we not only stress thinking, writing, and numeracy skills and data organization, but interpersonal skills of clear speaking and listening, engaging with others, and working collaboratively on a team.
How have salaries changed over time for Head Coordinators?
Dr. Stephen Duncan Ph.D.: The human sciences continue to be at the lower salary ranges of professional positions. Never will they rival our friends in engineering and other technical fields. Starting salaries at the bachelor's level are similar to elementary and secondary school teachers, and have followed their pattern over a number of years.
What's a good job out of college for Head Coordinators?
Sherie Williams: Even in this new world of virtual contact, teaching is an important profession that still allows new graduates to impact the future.
Betina Hsieh Ph.D.
Professor and Director, Teacher EducationUniversity of La Verne
LaFetra College of Education
What's a good job out of college for Head Coordinators?
Betina Hsieh Ph.D.: I'm biased, but I would say that teaching is a great job out of college, once you've obtained a teaching credential, and in the meantime, building up your teaching skills through work with students in afterschool programs and even substitute teaching. Working with students allows you to make a difference in their lives. All new grads have a lot of power to mentor younger students; traditional undergraduate students have the advantage of being closer in age to youth, and returning students can contribute their life experiences in mentoring and working with youth.
Ulil Amri Ph.D.
Teaching FellowGonzaga University
Department of Environmental Studies
What type of skills will young Head Coordinators need?
Ulil Amri Ph.D.: In my opinion, one of the core skills is ability to promote diversity, equality, and inclusion in classroom. We need to make sure that our classroom is a safe space for all identities and abilities. This skill prepares us to work in a diverse environment. In addition to that, teaching in the pandemic era has taught us to equip ourselves with hard and soft skills. We need to equip ourselves with skills to design and deliver high-quality online instruction (fully remote or hybrid) using cutting edge technologies; We also need to develop skills in empathy. We are now dealing with students who have faced various difficulties in life during the pandemic (some of them have lost family members, their parents have lost jobs, and they have experienced isolation and anxieties). Based on my experience, teaching with empathy has positive effects on combating such anxieties and on improving the quality of classroom relationships and achievement.
What experience really stands out on Head Coordinator resumes?
Ulil Amri Ph.D.: I will say our past work experiences and accomplishments. These can be skills, knowledge, professional development, or any activity relevant to the job that we are targeting. We should make sure that these experiences and accomplishments add value to our prospective employer.
Dr. Kelley Barger
Chair, Department of Education/Special Education, Professor in Education, Director of Reading ProgramsFontbonne University
Department of Education/Special Education
Will there be an enduring impact of the coronavirus pandemic on Head Coordinators?
Dr. Kelley Barger: There will be enduring impact on our students and our classrooms from the Coronavirus pandemic as they will face classrooms that look very different when they graduate and begin their teaching journey. Our Fontbonne University graduates have faced many quick shifts in instruction and expectations for social interaction in the classroom. In Education courses, we are teaching our students to face these quick changes in their future classrooms so we must model new tools and classrooms environments. As faculty, we had to shift and learn at a fast pace to move our classrooms online for remote learning. Our students had to adjust to remote classrooms and online dissemination of material. I have learned in the last 8 months how flexible our students are with change. Many of the online tools have been available to us for many years but the pandemic created a compressed learning curve for those who can learn and thrive and those who will fall behind. When our current graduates enter the field, they will be prepared to use these online tools to supplement their classrooms whether on ground or online.
Dr. William Mascitello Ph.D.
Assistant ProfessorFelician University
Master of Arts in Religious Education (MARE) Program
What skills stand out on Head Coordinator resumes?
Dr. William Mascitello Ph.D.: Academic credentials are important for those seeking a professional for a RE position. Connection with the Church and experience in RE are also important.
What skills stand out on Head Coordinator resumes?
Patricia L. McMahon Ph.D.: The pandemic disrupted the routines and procedures of school and emphasized the need for school leaders who can innovate at the level of practice and problem-solve with a systems approach. In their capacity as systems thinkers, school leaders need to interact successfully with a variety of stakeholders at the school, state, and federal levels to build external networks and partnerships. As instructional leaders, they work with teachers to provide meaningful opportunities to design learning experiences that foster independent learning. They need to demonstrate strong communication skills to create a culture of learning and equity, and they must value and model interpersonal skills that advance a shared commitment to the dignity of all learners. As digital leaders, they must effectively use technologies and navigate an evolving digital landscape. As managers, they must be comfortable with data analysis for strategic decision-making.
Theresa Earenfight Ph.D.
Professor of History, Director, Women, Gender, and Sexuality Studies ProgramSeattle University
History Department
Will there be an enduring impact of the coronavirus pandemic on Head Coordinators?
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.
Will there be an enduring impact of the coronavirus pandemic on Head Coordinators?
Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
How do you envision technology impacting Head Coordinators in the next 5 years?
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.