Evaluation Coordinator Jobs
Evaluation Coordinator jobs are open across education, healthcare, nonprofits, and government agencies, from entry-level to senior positions, with specializations in program evaluation, grant compliance, and data quality assurance. Scan the live roles below and apply to whichever ones fit.
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Showing 5 of 19+ Evaluation Coordinator jobs
FRAMINGHAM PUBLIC SCHOOLS
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Long Term Substitute: Coordinator of the Special Education Evaluation Team
Brophy Elementary School & Dunning Elementary School
From November 16, 2026 to TBD
POSITION SUMMARY
The Coordinator of the Special Education Evaluation Team provides strategic leadership and administrative oversight for the district's special education evaluation processes. Under the direction of the Director of Special Education and the Building Principal, this role ensures the efficient guidance of student evaluations, the monitoring of educational plan implementation, and the coordination of program assessments. The Coordinator plays a critical role in supervising special education staff to maintain Framingham Public Schools' high expectations for academic proficiency and equitable access to instruction. By fostering a culturally responsive and inclusive environment, the Coordinator leads efforts to close the opportunity gap and ensure the healthy growth of all students. This position is vital for maintaining regulatory compliance while delivering transformative educational support to students with diverse needs.
OUR MISSION
Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community’s rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.
Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.
ABOUT FRAMINGHAM
Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.
A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.
Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Massachusetts Teaching License in:
Special Education Administrator; orModerate Disabilities (All Levels) and Supervisor/Director
- Drivers Licenses
TRAINING AND EXPERIENCE
Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.
A Master’s Degree from an accredited college or university in Special Education Administration, Educational Leadership, or a related field of study.A minimum of five (5) years of successful experience in public education, including at least three (3) years in a leadership capacity overseeing complex special education systems, out-of-district placement protocols, and district-wide clinical supports.
Bilingual proficiency in Spanish and/or Portuguese is strongly preferred.
SKILLS AND ABILITY
To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:
Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community.- Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate district-wide information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate policies, procedures, or courses of action.
- Strategic Planning & Evidence-Based Practice: Capacity to read, analyze, and interpret professional literature, technical procedures, and governmental regulations to inform district-level policies, operational decisions, and strategic planning.
- Relationship Building & Collaboration: Ability to establish and maintain positive, effective cross-departmental working relationships with school leaders, district staff, community partners, and vendors.
- Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
- Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
- Organization & Time Management: Strong organizational and project-management skills to work independently, prioritize district-level initiatives, and manage multiple complex projects simultaneously.
- Data-Driven Decision Making: Ability to use complex data sets effectively to inform resource allocation, policy development, and continuous improvement efforts across the district.
- Technology Proficiency: Proficiency in using technology and enterprise software; ability to operate a computer and utilize systems relevant to district operations (e.g., Google Workspace, HR/Finance platforms, or Student Information Systems).
- Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.
I. Evaluations and Intake Process
Provides efficient leadership in guiding the comprehensive evaluation process for children with special needs.
Coordinates program assessment and development with both special education and general education staff to ensure high standards of achievement.
Provides educational leadership for research and methodology improvements within Special Education programs.
Collaborates with administrators to align special education services with the district’s mission of empowering free-thinking, responsible citizens.
Uses evidence-based research and professional literature to inform practice decisions and program developments.
II. Program Design & Implementation
Ensures that special education programs, services, and materials are strictly aligned with standard district curriculum goals.
Assists in the review of student assessments and makes data-driven recommendations for student placements and transfers.
Oversees student activities such as state testing, transition programming, and the reintegration of students from hospitals, DCF, and DYS facilities.
Collaborates with colleagues to analyze student performance and plan appropriate academic or behavioral interventions.
Individualizes instruction through the use of instructional technology, including iPads and specialized software, to meet diverse student abilities.
III. Compliance, Regulatory & Legal Oversight
Oversees the monitoring and implementation of required Special Education procedures regarding referral, evaluation, and placement.
Ensures that program locations, class sizes, and related procedures are in full compliance with state and federal Special Education Regulations.
Demonstrates thorough knowledge of IEP development and special education law to maintain current and appropriately confidential student records.
Performs all duties with strict awareness of district requirements and the Framingham Teachers Association (Unit A) Contract.
Prepares reports and maintains documentation as requested by the Director of Special Education to ensure total compliance.
IV. Personnel Management & Collaboration
- Under the supervision of the Building Principal, provides consultation, coordination, and evaluation for personnel assigned to the Special Education Department.
- Plans and implements staff development and in-service training for both special education and regular education personnel.
- Regularly provides expertise and advice to general education teachers to support effective behavioral and social-emotional learning experiences.
- Acts as a primary liaison between bilingual staff, community agencies, building administration, and parents to resolve complex educational issues.
- Assists in the recruitment, interviewing, and recommendation of qualified personnel for special education programs.
V. Fiscal & Operational Management
Coordinates the purchase of special education materials and supplies in collaboration with Department Heads and the Director.
Works independently to prioritize tasks and manage several complex projects simultaneously while maintaining regular and punctual attendance.
Assumes responsibility for the safety and work output of students, including reacting professionally to unpredictable or aggressive behavioral situations.
Other reasonable duties as assigned by the Director of Special Education.
PHYSICAL WORKING CONDITIONS
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.- Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
- Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
- Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
- Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
- General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
- Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
- Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
- School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction.
- Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.
REPORTS TO
- Director of Special Education (or designee)
- The performance of this job will be evaluated as per the Framingham School Committee Contract.
SUPERVISORY RESPONSIBILITIES:
- Assists in the supervision and evaluation of Special Education Teachers, Special Education Aides, and Special Education Assistant Teachers.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
This position is classified as Exempt (Salaried).
TERMS OF EMPLOYMENT
Covered under the School Committee Contract.The District reserves the right to transfer personnel as needed.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.
The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.
Revised 2025
FRAMINGHAM PUBLIC SCHOOLS
Follow us on LinkedIn
Long Term Substitute: Coordinator of the Special Education Evaluation Team
Brophy Elementary School & Dunning Elementary School
From November 16, 2026 to TBD
POSITION SUMMARY
The Coordinator of the Special Education Evaluation Team provides strategic leadership and administrative oversight for the district's special education evaluation processes. Under the direction of the Director of Special Education and the Building Principal, this role ensures the efficient guidance of student evaluations, the monitoring of educational plan implementation, and the coordination of program assessments. The Coordinator plays a critical role in supervising special education staff to maintain Framingham Public Schools' high expectations for academic proficiency and equitable access to instruction. By fostering a culturally responsive and inclusive environment, the Coordinator leads efforts to close the opportunity gap and ensure the healthy growth of all students. This position is vital for maintaining regulatory compliance while delivering transformative educational support to students with diverse needs.
OUR MISSION
Framingham Public Schools (FPS) is committed to excellence for all students and to creating a workforce that reflects our community’s rich racial, linguistic, and cultural diversity. Guided by our mission to empower free-thinking, responsible citizens, we value inclusion, equity, and cultural responsiveness in all we do. FPS strives to provide a safe and welcoming environment where every student and staff member can thrive. We actively seek educators and staff who are committed to antiracism, social justice, and civic engagement. We strongly encourage applications from individuals with disabilities and from members of historically underrepresented groups.
Framingham Public Schools is an Equal Opportunity Employer committed to building a culturally responsive, antiracist, and inclusive community where all individuals are valued, respected, and supported to thrive.
ABOUT FRAMINGHAM
Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It successfully blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit.
A key asset is the Framingham Public School system, which is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population, preparing all learners for college and careers.
Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park. With its blend of educational resources, accessibility, and dynamic community life, Framingham is a welcoming place to live and grow.
CERTIFICATES, LICENSES, REGISTRATIONS
Valid Massachusetts Teaching License in:
Special Education Administrator; orModerate Disabilities (All Levels) and Supervisor/Director
- Drivers Licenses
TRAINING AND EXPERIENCE
Framingham Public Schools seeks candidates whose background, teaching, or service has prepared them to contribute to our commitment to diversity, inclusion, and belonging in all aspects of education.
A Master’s Degree from an accredited college or university in Special Education Administration, Educational Leadership, or a related field of study.A minimum of five (5) years of successful experience in public education, including at least three (3) years in a leadership capacity overseeing complex special education systems, out-of-district placement protocols, and district-wide clinical supports.
Bilingual proficiency in Spanish and/or Portuguese is strongly preferred.
SKILLS AND ABILITY
To perform this job successfully, an individual must satisfactorily perform each essential duty. The requirements listed below represent the knowledge, skills, and abilities required:
Communication: Strong oral and written communication skills; ability to present information clearly and respond effectively to questions from district staff, school administrators, the School Committee, and the broader community.- Analytical Problem Solving: Sound reasoning and problem-solving skills to evaluate district-wide information, define problems, collect data, establish facts, draw valid conclusions, and recommend appropriate policies, procedures, or courses of action.
- Strategic Planning & Evidence-Based Practice: Capacity to read, analyze, and interpret professional literature, technical procedures, and governmental regulations to inform district-level policies, operational decisions, and strategic planning.
- Relationship Building & Collaboration: Ability to establish and maintain positive, effective cross-departmental working relationships with school leaders, district staff, community partners, and vendors.
- Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families.
- Reliability, Professionalism & Composure: Maintain regular, predictable, and punctual attendance to ensure consistent district operations. Exhibit professionalism and composure in responding to unpredictable or high-stakes situations, maintaining a proactive and solution-focused approach.
- Organization & Time Management: Strong organizational and project-management skills to work independently, prioritize district-level initiatives, and manage multiple complex projects simultaneously.
- Data-Driven Decision Making: Ability to use complex data sets effectively to inform resource allocation, policy development, and continuous improvement efforts across the district.
- Technology Proficiency: Proficiency in using technology and enterprise software; ability to operate a computer and utilize systems relevant to district operations (e.g., Google Workspace, HR/Finance platforms, or Student Information Systems).
- Compliance & Confidentiality: Commitment to performing all duties in compliance with state and federal laws, Framingham Public Schools policies, and collective bargaining agreements. Ability to maintain strict confidentiality of sensitive personnel, legal, financial, and student information.
ESSENTIAL DUTIES AND RESPONSIBILITIES
The essential functions or duties listed below are intended only as an illustration of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position.
I. Evaluations and Intake Process
Provides efficient leadership in guiding the comprehensive evaluation process for children with special needs.
Coordinates program assessment and development with both special education and general education staff to ensure high standards of achievement.
Provides educational leadership for research and methodology improvements within Special Education programs.
Collaborates with administrators to align special education services with the district’s mission of empowering free-thinking, responsible citizens.
Uses evidence-based research and professional literature to inform practice decisions and program developments.
II. Program Design & Implementation
Ensures that special education programs, services, and materials are strictly aligned with standard district curriculum goals.
Assists in the review of student assessments and makes data-driven recommendations for student placements and transfers.
Oversees student activities such as state testing, transition programming, and the reintegration of students from hospitals, DCF, and DYS facilities.
Collaborates with colleagues to analyze student performance and plan appropriate academic or behavioral interventions.
Individualizes instruction through the use of instructional technology, including iPads and specialized software, to meet diverse student abilities.
III. Compliance, Regulatory & Legal Oversight
Oversees the monitoring and implementation of required Special Education procedures regarding referral, evaluation, and placement.
Ensures that program locations, class sizes, and related procedures are in full compliance with state and federal Special Education Regulations.
Demonstrates thorough knowledge of IEP development and special education law to maintain current and appropriately confidential student records.
Performs all duties with strict awareness of district requirements and the Framingham Teachers Association (Unit A) Contract.
Prepares reports and maintains documentation as requested by the Director of Special Education to ensure total compliance.
IV. Personnel Management & Collaboration
- Under the supervision of the Building Principal, provides consultation, coordination, and evaluation for personnel assigned to the Special Education Department.
- Plans and implements staff development and in-service training for both special education and regular education personnel.
- Regularly provides expertise and advice to general education teachers to support effective behavioral and social-emotional learning experiences.
- Acts as a primary liaison between bilingual staff, community agencies, building administration, and parents to resolve complex educational issues.
- Assists in the recruitment, interviewing, and recommendation of qualified personnel for special education programs.
V. Fiscal & Operational Management
Coordinates the purchase of special education materials and supplies in collaboration with Department Heads and the Director.
Works independently to prioritize tasks and manage several complex projects simultaneously while maintaining regular and punctual attendance.
Assumes responsibility for the safety and work output of students, including reacting professionally to unpredictable or aggressive behavioral situations.
Other reasonable duties as assigned by the Director of Special Education.
PHYSICAL WORKING CONDITIONS
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Mobility, Navigation & Travel: Must move about and traverse throughout the school building and grounds; requires the ability to navigate effectively throughout classrooms, cafeterias, and playgrounds for supervision and instruction. Must be able to engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Must navigate tight spaces between desks and move furniture to reorganize learning spaces.- Stationary Tasks: Often remains in a stationary position for considerable periods of time for instructional delivery, administrative tasks, and meetings.
- Sensory Requirements: Must be able to see and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Continuous need for close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
- Communication: Must communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
- Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Must be able to operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
- General Physical Strength: Ability to lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
- Working Environment: Must be able to adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Must be able to sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
- Interaction & Focus: Must interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
- School Environment Exposure: Ability to navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Ability to sustain a very high level of social interaction.
- Behavioral De-escalation & Resilience: Capacity to remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; ability to model and apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.
REPORTS TO
- Director of Special Education (or designee)
- The performance of this job will be evaluated as per the Framingham School Committee Contract.
SUPERVISORY RESPONSIBILITIES:
- Assists in the supervision and evaluation of Special Education Teachers, Special Education Aides, and Special Education Assistant Teachers.
FAIR LABOR STANDARDS ACT (FLSA) CLASSIFICATION
This position is classified as Exempt (Salaried).
TERMS OF EMPLOYMENT
Covered under the School Committee Contract.The District reserves the right to transfer personnel as needed.
EQUAL EMPLOYMENT OPPORTUNITY (EEO)
Framingham Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, or genetics. In addition to federal law requirements, Framingham Public Schools complies with applicable state and local laws governing nondiscrimination in employment in every location in which the District has facilities.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Framingham Public Schools expressly prohibits any form of workplace harassment based on race, color, religion, gender, sexual orientation, gender identity or expression, national origin, age, genetic information, disability, ancestry, marital status, or veteran status.
The Framingham Public Schools prohibit sex discrimination in any education program or activity that it operates. Individuals may report concerns or questions to the Title IX Coordinator. The notice of nondiscrimination is located at the Framingham Public Schools School Committee website. Framingham Public Schools Nondiscrimination Notice.
Revised 2025
Evaluation Coordinator Jobs by Experience Level
See All 19 Evaluation Coordinator Jobs
Find roles that match your experience and apply in just a few clicks.
Find Evaluation Coordinator JobsEvaluation Coordinator Job Market
Who's Hiring
What Employers Look For
The qualifications that appear most often in evaluation coordinator jobs.
- Bachelor's degree in social sciences, public health, education, or a related field
- Experience designing and implementing program evaluation plans or logic models
- Proficiency with data collection and analysis tools such as REDCap, Qualtrics, or SPSS
- Familiarity with federal grant reporting requirements and compliance documentation
- Strong written communication skills for producing evaluation reports and stakeholder summaries
- Experience managing IRB protocols or coordinating human subjects research activities
Tips for Your Evaluation Coordinator Job Search
Align your resume to evaluation frameworks
Evaluation coordinators are expected to know specific methodologies like logic models, needs assessments, or developmental evaluation. Name the frameworks you've used directly on your resume rather than listing generic research or analytical skills, which won't stand out to hiring managers.
Highlight data tools relevant to evaluation
Many postings require proficiency in tools like REDCap, Qualtrics, SPSS, or Excel for data collection and reporting. List the specific tools you've used and the contexts you used them in, not just a blanket 'data analysis' claim.
Apply early to roles that fit
Migrate Mate lists evaluation coordinator openings from across the United States in one place, so you can find roles that match and apply directly to each listing.
Tailor applications to the funder or sector
Federal grant-funded roles often require familiarity with OMB Uniform Guidance or agency-specific reporting standards. Nonprofit postings may prioritize community-based participatory evaluation. Reading the job description carefully and mirroring its language in your cover letter signals real sector fluency.
Prepare a portfolio of evaluation deliverables
Bring redacted samples to interviews: a logic model you built, a data collection instrument you designed, or an evaluation report you wrote. Interviewers in this field are far more persuaded by concrete deliverables than by verbal descriptions of past projects.
Negotiate scope alongside salary
Evaluation coordinator roles vary widely in independence. Before accepting an offer, clarify whether you'll design evaluation plans from scratch or implement ones already written by external evaluators. That distinction affects your day-to-day workload and your ability to build a stronger portfolio.
Evaluation Coordinator Jobs: Frequently Asked Questions
Which companies are hiring the most evaluation coordinators?
The most active employers for evaluation coordinators right now are Framingham Public Schools, MTSI, and Grifols, and the most openings are in Massachusetts, California, and Texas, based on current listings on Migrate Mate as of November 2026. Demand is especially consistent among federally funded nonprofits, public health agencies, and university research centers.
How many evaluation coordinator jobs are remote?
About 100% of evaluation coordinator openings are fully remote or hybrid as of November 2026, reflecting the data-focused and report-driven nature of much of the work. Sub-areas like grant reporting, database management, and quantitative data analysis are the most likely to be posted as fully remote, while roles involving community interviews or site visits typically require some in-person presence.
How do you become an evaluation coordinator?
Start by earning a bachelor's degree in a field like public health, education, psychology, or social work, where you'll encounter research methods and program theory. Build hands-on experience through internships or volunteer roles that involve data collection, surveys, or report writing. Learning a data tool like Qualtrics or REDCap and familiarizing yourself with logic model development will make your applications significantly more competitive.
Can you get hired as an evaluation coordinator with little experience?
Yes, entry-level evaluation coordinator roles exist, particularly in nonprofits and university research offices that value academic training over years of work history. Coursework in research methods, a senior thesis with a data component, or an AmeriCorps or volunteer role that involved program tracking can substitute for formal experience. Tailoring your application to show you understand the difference between formative and summative evaluation goes a long way.
What does the evaluation coordinator interview process look like?
Most evaluation coordinator interviews involve an initial phone or video screen with HR, followed by a panel interview with program staff or a direct supervisor. You'll often be asked to walk through a past evaluation project in detail or respond to a scenario involving a flawed data collection process. Some employers assign a short written exercise, such as drafting a logic model or outlining an evaluation plan for a sample program, before or after the panel.
Where can I find and apply to evaluation coordinator jobs?
You can find and apply to evaluation coordinator jobs on Migrate Mate, which lists current openings from across the United States. Search the roles available, find the ones that match your background and preferences, and apply directly to each listing that fits.
See All 19 Evaluation Coordinator Jobs
Find roles that match your experience and apply in just a few clicks.
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