H-1B Visa Curriculum Designer Jobs
Curriculum Designer roles qualify for H-1B visa sponsorship when the position requires a bachelor's degree or higher in instructional design, education, or a related field. Employers in ed-tech, higher education, healthcare training, and corporate L&D regularly file LCAs for this occupation. No lottery anxiety here, your degree field is your leverage.
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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 131+ H-1B Visa Curriculum Designer Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new H-1B Visa Curriculum Designer Jobs.
Get Access To All JobsTips for Finding H-1B Visa Sponsorship as a Curriculum Designer
Verify your degree field matches the role
USCIS requires your degree to relate directly to the specialty occupation. An instructional design, education technology, or curriculum development degree strengthens your H-1B petition. A general education degree may need supporting documentation showing field relevance.
Check the O*NET classification before applying
Curriculum Designer maps to O*NET's instructional coordinators category, which USCIS recognizes as a specialty occupation. Confirm your target job posting mirrors this classification so your employer's LCA accurately reflects the role and your petition holds up under scrutiny.
Target industries with consistent LCA filing histories
Ed-tech companies, hospital systems, and large universities file LCAs for Curriculum Designer roles far more reliably than small nonprofits or K-12 districts. Use Migrate Mate to filter employers by verified H-1B filing history before sending a single application.
Request prevailing wage confirmation before negotiating salary
Run the OFLC Wage Search for your target city and job level before salary discussions start. Your offer must meet or exceed the DOL prevailing wage for Level I through IV, and underbidding can stall or kill the LCA certification your employer needs to file.
Clarify whether the employer uses E-Verify
If you're transitioning from OPT STEM extension, your employer must be enrolled in E-Verify. Curriculum Designer roles at companies not yet enrolled can delay your start date. Ask HR during the offer stage, not after you've given notice to your current employer.
Account for cap-gap timing in your job search
If you're on OPT when you receive an H-1B approval for October 1, the 60-day grace period and cap-gap rules protect your status in between. Structure your start date negotiation around these USCIS-defined windows to avoid an unauthorized gap in employment.
H-1B Visa Curriculum Designer: Frequently Asked Questions
Does a Curriculum Designer role qualify as a specialty occupation for H-1B purposes?
Yes, when the job requires at minimum a bachelor's degree in instructional design, education technology, curriculum development, or a closely related field. USCIS evaluates the position itself, not just your credentials. If the employer's job description lists a preferred degree rather than a required one, that framing can weaken the specialty occupation argument and draw an RFE.
Which types of employers most commonly sponsor H-1B visas for Curriculum Designers?
Ed-tech companies, large hospital and healthcare networks, corporate training departments at Fortune 500 firms, and research universities file the most LCAs for this role. K-12 public school districts rarely sponsor H-1B visas due to budget constraints and union agreements. Use Migrate Mate to search verified H-1B filing histories so you're targeting employers who have actually sponsored this role before.
Can a Curriculum Designer role be performed remotely under H-1B status?
Yes, but the LCA must reflect the worksite location where you'll actually perform the job. For fully remote roles, USCIS and DOL require the employer to post LCA notices at your home worksite location and certify the prevailing wage for that specific metro area. If you move states after filing, your employer may need to file an amended petition.
How does the H-1B prevailing wage work for Curriculum Designer positions?
The DOL assigns prevailing wages by job title, experience level, and geographic area. Curriculum Designers typically fall into Level I or II classifications depending on the complexity of the role and years of experience required. Your employer must certify on the LCA that your offered wage meets or exceeds the prevailing wage for your specific location. You can verify applicable rates using the OFLC Wage Search.
What documentation should I prepare to support an H-1B petition for a Curriculum Designer role?
Gather your degree transcripts and diploma showing your field of study, any professional certifications in instructional design or learning management systems, and a detailed employment history that demonstrates you've performed duties requiring that degree. If your degree is from outside the U.S., a credential evaluation from a NACES-approved evaluator that confirms U.S. equivalency will be required by USCIS before the petition can proceed.