H-1B Visa Curriculum Coordinator Jobs
Curriculum Coordinator roles qualify for H-1B visa sponsorship as specialty occupations requiring at least a bachelor's degree in education, instructional design, or a related field. Employers in K-12 districts, higher education, and ed-tech companies regularly file LCAs for this role. The 85,000-slot annual cap and lottery mean timing your job search to the October 1 start date matters.
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Get Access To All JobsGeneral Definition of Work
The exceptional children teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion implementing effective teaching strategies aligned to the appropriate curriculum and accordance with the Individual Education Program (IEP) of each assigned student. Position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary/Status
Certified Schedule/Full-time, 10 months
Reports To
Principal
Place of Work
The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.
Essential Functions
- Adhere to all state, federal, and local laws, policies, and procedures
- Collaborate with administration and other educators to create the most complete educational environment possible for EC students
- Follow established school procedures for crisis or emergency situations
- Administer and interpret individual educational testing
- Utilize data to ascertain progress towards academic and behavioral/emotional goals
- Establish clear objectives for all academic and pro-social skills lessons, communicate these goals to students, and design instruction to support students
- Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
- Use appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students
- Observe and assess students' performance, behavior, social development, and physical health on a regular basis
- Develop, administer, and grade tests and assignments to assess student progress
- Collect data to document individual student progress on IEP goals
- Structure a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests
- Instruct students in positive behavioral skills which meet school behavioral expectations in all settings
- Design and implement environmental modifications and management procedures which proactively address student behavioral expectations across all settings
- Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
- Develop behavioral intervention plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and/or manifestations. Design instructional strategies for appropriate replacement behavior
- Utilize appropriate positive behavior intervention strategies to de-escalate student behavioral excesses
- Utilize principles of applied behavioral analysis to include data collection, prompt hierarchy, preference assessment and systematic instruction
- Meet with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Respond to parent inquiries
- Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
- Provide care and/or instruction in self-help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
- Participate in professional development workshops, PLCs, and other meetings as required
- Create an inclusive environment with positive communication
- Performs related duties as assigned
Knowledge, Skills, Abilities
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices
- Knowledge of classroom management and differentiation techniques
- Knowledge of the Individual Education Program (process, strategies, classroom management, learning assessment and diagnosis, and research related to learning)
- Ability to use research-based techniques in instruction and behavior management
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Education and Experience
Bachelor's degree required
Master's degree in education preferred
Valid, or renewing, NC Teaching license in assigned area required
Equivalent combination of experience and education
Special Requirements
- Possess and maintain a valid driver's license or ability to provide own transportation
- Travel to school district buildings and professional meetings
Physical Requirements/Working Conditions
- The work environment is performed in classroom setting and requires the ability to sit and stand for extended periods of time
- Work requires sufficient physical strength and ability to exert physical effort as needed for crisis intervention or handling objects over thirty pounds
- Work may involve lifting, carrying, pushing, and/or pulling moderately heavy weight (20-50 pounds)
- Work regularly requires exchange of accurate and detailed information through oral and written communication
- Constantly operates a computer and other office business equipment
- Ability to remain in stationary position for required meetings/work
- Ability to move to other work locations
- Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities
- Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications
- Work requires preparing and analyzing written or computer data, operating standard office equipment, use of advanced technology
- Work occasionally requires exposure to outdoor weather conditions
- Work is generally in a moderately noisy location (e.g., business office, light traffic)
- Requires the ability to deal with people beyond giving and receiving instructions
- Must be adaptable to performing under mild to high levels of stress
General Definition of Work
The exceptional children teacher, under moderate supervision, performs intermediate level work with limited decision-making discretion implementing effective teaching strategies aligned to the appropriate curriculum and accordance with the Individual Education Program (IEP) of each assigned student. Position develops lesson plans and delivers group and individual student instruction that guides and encourages students to develop and fulfill academic goals. Employee performs school-based work to carry out Board of Education policies under the direction of the principal.
Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary/Status
Certified Schedule/Full-time, 10 months
Reports To
Principal
Place of Work
The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte-Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.
Essential Functions
- Adhere to all state, federal, and local laws, policies, and procedures
- Collaborate with administration and other educators to create the most complete educational environment possible for EC students
- Follow established school procedures for crisis or emergency situations
- Administer and interpret individual educational testing
- Utilize data to ascertain progress towards academic and behavioral/emotional goals
- Establish clear objectives for all academic and pro-social skills lessons, communicate these goals to students, and design instruction to support students
- Modify curriculum/instruction to meet the academic and behavioral/emotional needs of students as documented on IEPs
- Use appropriate techniques and strategies which promote and enhance critical, creative and evaluative thinking capabilities of students
- Observe and assess students' performance, behavior, social development, and physical health on a regular basis
- Develop, administer, and grade tests and assignments to assess student progress
- Collect data to document individual student progress on IEP goals
- Structure a proactive classroom setting suitable to manage the emotional/behavioral deficits of the students and appropriate for their maturity and interests
- Instruct students in positive behavioral skills which meet school behavioral expectations in all settings
- Design and implement environmental modifications and management procedures which proactively address student behavioral expectations across all settings
- Utilize functional behavioral assessment (FBA) and analysis to identify the function of inappropriate student behavior
- Develop behavioral intervention plans (BIPs) and Individual Education Programs (IEPs) based upon the function of inappropriate behavior, and/or manifestations. Design instructional strategies for appropriate replacement behavior
- Utilize appropriate positive behavior intervention strategies to de-escalate student behavioral excesses
- Utilize principles of applied behavioral analysis to include data collection, prompt hierarchy, preference assessment and systematic instruction
- Meet with parent(s)/guardian(s) to discuss student progress and to determine priorities and resources needed. Respond to parent inquiries
- Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation
- Provide care and/or instruction in self-help skills, i.e. toileting, dressing, feeding, positioning, etc. as needed
- Participate in professional development workshops, PLCs, and other meetings as required
- Create an inclusive environment with positive communication
- Performs related duties as assigned
Knowledge, Skills, Abilities
- Comprehensive knowledge of the principles, standards, and expectations of curriculum in assigned area
- Comprehensive knowledge on how to utilize appropriate data and information to make instructional decisions for students
- Demonstrated knowledge and understanding of various learning styles, curriculum development and program evaluation, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
- Knowledge and ability to use current technology and alternate forms of communication relevant to specific disabilities. This may include low-tech and high-tech devices
- Knowledge of classroom management and differentiation techniques
- Knowledge of the Individual Education Program (process, strategies, classroom management, learning assessment and diagnosis, and research related to learning)
- Ability to use research-based techniques in instruction and behavior management
- Ability to learn and use specialized tools, equipment or software related to business needs
- Ability to implement local, state, and federal rules, guidelines, and procedures into daily business operations
- Ability to communicate effectively
- Ability to reason, make judgments, and maintain effective working relationships
- Ability to employ positive communication skills in all settings/mediums
- Ability to problem-solve utilizing sound judgment
- Ability to maintain confidentiality regarding school system business
- Ability to take initiative, work independently, and exercise sound judgement
- Demonstrated ability to work effectively in a deadline-driven, rapidly changing team environment
Education and Experience
Bachelor's degree required
Master's degree in education preferred
Valid, or renewing, NC Teaching license in assigned area required
Equivalent combination of experience and education
Special Requirements
- Possess and maintain a valid driver's license or ability to provide own transportation
- Travel to school district buildings and professional meetings
Physical Requirements/Working Conditions
- The work environment is performed in classroom setting and requires the ability to sit and stand for extended periods of time
- Work requires sufficient physical strength and ability to exert physical effort as needed for crisis intervention or handling objects over thirty pounds
- Work may involve lifting, carrying, pushing, and/or pulling moderately heavy weight (20-50 pounds)
- Work regularly requires exchange of accurate and detailed information through oral and written communication
- Constantly operates a computer and other office business equipment
- Ability to remain in stationary position for required meetings/work
- Ability to move to other work locations
- Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities
- Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications
- Work requires preparing and analyzing written or computer data, operating standard office equipment, use of advanced technology
- Work occasionally requires exposure to outdoor weather conditions
- Work is generally in a moderately noisy location (e.g., business office, light traffic)
- Requires the ability to deal with people beyond giving and receiving instructions
- Must be adaptable to performing under mild to high levels of stress
See all 133+ H-1B Visa Curriculum Coordinator Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new H-1B Visa Curriculum Coordinator Jobs.
Get Access To All JobsTips for Finding H-1B Visa Sponsorship as a Curriculum Coordinator
Verify your degree field matches the role
USCIS requires your degree to align directly with curriculum coordination duties. A degree in instructional design, educational technology, or curriculum and instruction strengthens your petition. A general business or unrelated degree raises RFE risk, even with years of relevant experience.
Target employers with cap-exempt H-1B filing history
Universities, nonprofit research institutions, and government-affiliated education agencies are cap-exempt H-1B employers. They can file year-round without lottery exposure. Curriculum Coordinator roles at these institutions offer a direct path to H-1B status outside the April registration window.
Search H-1B Curriculum Coordinator jobs on Migrate Mate
Migrate Mate filters Curriculum Coordinator listings by employers with verified H-1B LCA filing history. You can identify which school districts, ed-tech firms, and nonprofits have sponsored this role before, so you're not guessing which employers will file.
Pull the O*NET profile before your interview
O*NET classifies Curriculum Coordinators under Instructional Coordinators (SOC 25-9031), defining the minimum education and knowledge requirements USCIS uses to evaluate specialty occupation status. Knowing this framing helps you articulate why your role and degree align during employer conversations.
Confirm the employer will file before the March registration window
H-1B registration opens in early March for an October 1 start. Curriculum Coordinator candidates should confirm their employer's intent to register by January, since HR and legal timelines for LCA filing and I-129 preparation require weeks of lead time before registration opens.
Check the prevailing wage before accepting an offer
Your employer must pay at least the DOL prevailing wage for Curriculum Coordinator roles in your specific metro area. Use the OFLC Wage Search to look up Level I through Level IV wages by SOC code and location before signing an offer letter.
H-1B Visa Curriculum Coordinator: Frequently Asked Questions
Does a Curriculum Coordinator role qualify as a specialty occupation for H-1B purposes?
Yes, provided the position requires at least a bachelor's degree in a directly related field such as curriculum and instruction, instructional design, or educational technology. Generic education degrees can qualify, but USCIS scrutinizes whether the specific duties require specialized theoretical knowledge. Employers must document this connection clearly in the H-1B petition to avoid a Request for Evidence.
Which types of employers sponsor H-1B visas for Curriculum Coordinator positions?
K-12 school districts, community colleges, universities, ed-tech companies, and nonprofit educational organizations all sponsor H-1B visas for this role. Universities and affiliated nonprofits are particularly valuable because they're cap-exempt, meaning they can file H-1B petitions year-round without entering the lottery. You can browse employers with verified LCA filing history for this role on Migrate Mate.
What happens to my H-1B status if my school district loses funding and eliminates my position?
If your employer terminates your H-1B employment, you have a 60-day grace period to find a new sponsoring employer, change to another nonimmigrant status, or depart the U.S. Your new employer must file an H-1B transfer petition before the grace period expires. The 60-day window runs from your last day of employment, not from when USCIS receives the transfer petition.
Can a Curriculum Coordinator with a three-year bachelor's degree from outside the U.S. qualify for H-1B sponsorship?
A three-year degree can qualify if a credential evaluation confirms it's equivalent to a U.S. four-year bachelor's degree, either standalone or combined with relevant work experience. USCIS accepts evaluations from recognized credential assessment organizations. Some adjudicators issue RFEs on three-year degrees, so your employer's immigration attorney should address equivalency proactively in the petition.
How does the DOL prevailing wage requirement work for Curriculum Coordinator H-1B petitions?
Before filing your H-1B petition, your employer must submit a Labor Condition Application certifying they'll pay at least the DOL prevailing wage for your occupation, experience level, and work location. Wages are tiered from Level I through Level IV based on complexity and supervisory responsibility. You can verify the applicable wage for your metro area using the OFLC Wage Search before evaluating any offer.