Assistive technologist to curriculum administrator
An assistive technologist already meets 43% of what the curriculum administrator role asks for. The move turns on 7 required skills not yet in the profile.
55.4/ 100
1 How much of what a curriculum administrator is expected to do is already part of an assistive technologist’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the curriculum administrator role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A curriculum administrator role treats 7 of its required skills as things an assistive technologist already does. You would walk in with these on day one.
- advise on lesson plans
- advise on teaching methods
- cooperate with education professionals
- curriculum standards
- evaluate education programmes
- identify education needs
What stands in the way is 7 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 10 skills that carry over, these are the ones fewest other occupations ask for. A curriculum administrator role needs them, and most people applying for one will not have them already. This is the part of an assistive technologist background worth leading with.
- already held provide feedback to teachers communication, collaboration and creativity
- already held advise on teaching methods communication, collaboration and creativity
- already held curriculum standards education
- already held evaluate education programmes information skills
- already held advise on lesson plans communication, collaboration and creativity
- already held identify education needs management skills
All 10 carried skills, including the 7 the curriculum administrator role treats as required.
Table 3 · What you may need to learn
The 18 missing skills fall into 6 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn analyse the training market required
- still to learn monitor curriculum implementation required
- still to learn analyse curriculum required
- optional, not held inspect education institutions optional
- still to learn maintain relationships with government agencies required
- optional, not held establish educational network optional
- optional, not held advise on curriculum development optional
- optional, not held advise on legislative acts optional
- optional, not held implement strategic planning optional
- still to learn develop learning curriculum required
- optional, not held develop a pedagogical concept optional
- optional, not held develop e-learning plan optional
- optional, not held ensure compliance with policies optional
- still to learn pedagogy required
- optional, not held e-learning optional
- optional, not held learning technologies optional
- still to learn ensure curriculum adherence required
- optional, not held budgetary principles optional
Table 4 · Where to start
The 3 entries a curriculum administrator role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 analyse the training market practise this
- 02 ensure curriculum adherence practise this
- 03 monitor curriculum implementation practise this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 10 skills that carry over
- already held advise on lesson plans skill
- already held advise on teaching methods skill
- already held cooperate with education professionals skill
- already held curriculum standards knowledge
- already held evaluate education programmes skill
- already held identify education needs skill
- already held monitor educational developments skill
- already held present reports skill
- already held provide feedback to teachers skill
- already held special needs education knowledge
11 supplementary skills, helpful but not required
- optional, not held budgetary principles optional
- optional, not held e-learning optional
- optional, not held establish educational network optional
- optional, not held learning technologies optional
- optional, not held advise on curriculum development optional
- optional, not held advise on legislative acts optional
- optional, not held develop a pedagogical concept optional
- optional, not held develop e-learning plan optional
- optional, not held ensure compliance with policies optional
- optional, not held implement strategic planning optional
- optional, not held inspect education institutions optional
45 held skills the curriculum administrator role does not ask for
- not needed by the target role ICT accessibility standards knowledge
- not needed by the target role address problems critically skill
- not needed by the target role application usability knowledge
- not needed by the target role apply for government funding skill
- not needed by the target role assess users' interaction with ICT applications skill
- not needed by the target role assessment processes knowledge
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role assistive instruments knowledge
- not needed by the target role assistive technology in education knowledge
- not needed by the target role behavioural disorders knowledge
- not needed by the target role communication disorders knowledge
- not needed by the target role coordinate educational programmes skill
- not needed by the target role curriculum objectives knowledge
- not needed by the target role develop organisational policies skill
- not needed by the target role development delays knowledge
- not needed by the target role disability care knowledge
- not needed by the target role disability types knowledge
- not needed by the target role domotic systems knowledge
- not needed by the target role education administration knowledge
- not needed by the target role education law knowledge
- not needed by the target role ensure compliance with legal requirements skill
- not needed by the target role follow research on special needs education skill
- not needed by the target role funding methods knowledge
- not needed by the target role government policy knowledge
- not needed by the target role guide learners in using assistive technologies skill
- not needed by the target role human-computer interaction knowledge
- not needed by the target role learning difficulties knowledge
- not needed by the target role learning needs analysis knowledge
- not needed by the target role liaise with educational support staff skill
- not needed by the target role manage budgets skill
- not needed by the target role manage government-funded programmes skill
- not needed by the target role manage resources for educational purposes skill
- not needed by the target role measure software usability skill
- not needed by the target role online moderation techniques knowledge
- not needed by the target role organise projects to fill education needs skill
- not needed by the target role project management knowledge
- not needed by the target role promote education programmes skill
- not needed by the target role protect personal data and privacy skill
- not needed by the target role provide assistive technology skill
- not needed by the target role provide education management support skill
5 further entries not listed here
4 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn pedagogy required
- optional, not held budgetary principles optional
- optional, not held e-learning optional
- optional, not held learning technologies optional
Common questions about this move
Can an assistive technologist become a curriculum administrator?
Yes, and it is a substantial move. An assistive technologist already covers 43% of what a curriculum administrator is expected to do: 10 skills carry over, 7 of which the curriculum administrator role treats as required.
What skills does an assistive technologist need to become a curriculum administrator?
7 required skills are missing, plus 11 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by information skills. The single most important is analyse the training market.
How hard is the move from assistive technologist to curriculum administrator?
Its learning distance is 55.4 out of 100, which is the substantial band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.