Instructional Design Specialist Jobs in USA with Visa Sponsorship
Instructional Design Specialists are regularly sponsored for H-1B visas, as the role meets the specialty occupation standard through its requirement for a bachelor's degree or higher in instructional design, education technology, or a closely related field. Employers across higher education, healthcare, and corporate training actively file LCAs for this title. For detailed occupation requirements, see the O*NET profile.
Find Instructional Design Specialist JobsOverview
Showing 5 of 692+ Instructional Design Specialist jobs
See all 692+ Instructional Design Specialist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Instructional Design Specialist roles.
Get Access To All JobsTitle: Instructional Coach
Calendar/Contract: 182 Days
Salary Schedule: Educator Salary Schedule
Hours: 8.0 hours/day | 40.0 hours/week
Benefits-Eligible: As outlined in the Benefits Guide
INTERESTED CURRENT EDUCATORS OF WEBER SCHOOL DISTRICT: ENSURE YOU ARE MARKED AS AN INTERNAL CANDIDATE TO HAVE ACCESS TO THE INTERNAL APPLICATION. CLICK HERE FOR A GUIDE (WSD SSO REQUIRED)
Application Note:
This position will remain open until filled after a minimum of five (5) working days. Applications will be reviewed prior to scheduling interviews.
Summary Job Description:
The instructional coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and to develop their understanding of highly effective instructional practices. The instructional coach will be a critical component in ensuring the success and growth of new teachers. An instructional coach is a learner who models continuous improvement and goes above and beyond to ensure student success. They are responsible for facilitating high quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. This is a teacher position with a 182-day contract.
The responsibilities of this position does not include evaluation of certified colleagues.
Regular attendance is an essential function of this position.
General Qualifications:
- Has at least a bachelor’s degree in education and a current Utah Teaching License
- Has five or more years of successful classroom teaching experience
- Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of district and school leadership
- Is willing to earn the Instructional Coach Endorsement within five years of hire date
- Has completed the LETRS, Science of Reading training, or is willing to complete it within 3 years (Elementary Only)
Foundations of Instructional Coaching
- Utilizes the coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
- Has a strong belief that each student and teacher can grow and learn at high levels
- Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
- Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs
- Builds trusting relationships through clear communication that is non-threatening and objective
- Effectively listens and communicates through asking probing and reflective questions
- Supports the Professional Learning Community (PLC) process within the school
- Helps teachers and teams analyze and utilize data to guide instructional decision making and practices
- Understands the differences between grade level student development and pedagogy
- Ensures that all related personnel are appropriately trained and assigned in order to facilitate high levels of learning for all students
Adult Learning Theory
- Applies the theories of adult learning effectively during coaching and professional learning
- Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase effectiveness
- Understands and applies theories of change that encourage growth mindset and professional progress
- Designs and facilitates professional learning using adult learning theory, effectively honors experience, and differentiates coaching and professional learning to meet the needs of educators
- Uses technology effectively to engage teachers in professional learning
- Employs reflection as a strategy to frequently self-evaluate instructional design, delivery and response
Instructional Design and Assessment
- Facilitates and guides alignment of instruction and assessment to state standards and competencies
- Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
- Models effective instructional design theories such as backwards design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning
- Understands assessment designs and the different modalities of assessing students
- Facilitates data analysis of different formative and summative assessments to inform instruction
- Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction
Strategies for Effective Instructional Delivery
- Shares current research on best and most effective strategies, including educational technology, supported by the District for delivery and engagement
- Collects data and shares strategies to help educators increase student engagement, motivation, and participation
- Promotes effective, positive classroom management, and restorative practices
- Has a deep knowledge of Utah’s Effective Teaching Standards
Effective Leadership and Collaboration
- Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
- Effectively creates an alignment of state, district, school, team, and individual goals for educators
- Advocates for and models equity across all practices
- Promotes and models self-advocacy by educators and students
- Facilitates critical conversations and conflict resolution
- Engages in continued learning, growth, and reflection on instructional coaching practices
Attendance is an Essential Function of this Position
Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on-site equipment and resources.
Other Functions
- Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
Physical Requirements
- Remain in a stationary position 50% of the time.
- Move about inside and outside the school to access files, students and machinery.
- Constantly operate a computer and other office productivity machinery, such as a calculator, copy machine, computer, computer printer.
- Occasionally ascend/descend a ladder/stairs to access high objects or different levels of the building.
- Constantly positions self to maintain files, students, or objects.
- Have the ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations.
- Have the ability to observe details at close and far range.
- Frequently move items weighing up to 20 pounds across the classroom for various needs.
- Constantly work in outdoor weather conditions.
- Teachers in SpEd, P.E., CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.
Qualifications
- Has knowledge of State Core Curriculum and Board of Education adopted guides.
- Valid Utah Teaching/Educator License and relevant endorsement(s).
- Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
- Requires a bachelor's degree from an accredited college or university.
Weber School District has the right to revise this position description at any time.
WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER
Title: Instructional Coach
Calendar/Contract: 182 Days
Salary Schedule: Educator Salary Schedule
Hours: 8.0 hours/day | 40.0 hours/week
Benefits-Eligible: As outlined in the Benefits Guide
INTERESTED CURRENT EDUCATORS OF WEBER SCHOOL DISTRICT: ENSURE YOU ARE MARKED AS AN INTERNAL CANDIDATE TO HAVE ACCESS TO THE INTERNAL APPLICATION. CLICK HERE FOR A GUIDE (WSD SSO REQUIRED)
Application Note:
This position will remain open until filled after a minimum of five (5) working days. Applications will be reviewed prior to scheduling interviews.
Summary Job Description:
The instructional coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and to develop their understanding of highly effective instructional practices. The instructional coach will be a critical component in ensuring the success and growth of new teachers. An instructional coach is a learner who models continuous improvement and goes above and beyond to ensure student success. They are responsible for facilitating high quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. This is a teacher position with a 182-day contract.
The responsibilities of this position does not include evaluation of certified colleagues.
Regular attendance is an essential function of this position.
General Qualifications:
- Has at least a bachelor’s degree in education and a current Utah Teaching License
- Has five or more years of successful classroom teaching experience
- Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of district and school leadership
- Is willing to earn the Instructional Coach Endorsement within five years of hire date
- Has completed the LETRS, Science of Reading training, or is willing to complete it within 3 years (Elementary Only)
Foundations of Instructional Coaching
- Utilizes the coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
- Has a strong belief that each student and teacher can grow and learn at high levels
- Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
- Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs
- Builds trusting relationships through clear communication that is non-threatening and objective
- Effectively listens and communicates through asking probing and reflective questions
- Supports the Professional Learning Community (PLC) process within the school
- Helps teachers and teams analyze and utilize data to guide instructional decision making and practices
- Understands the differences between grade level student development and pedagogy
- Ensures that all related personnel are appropriately trained and assigned in order to facilitate high levels of learning for all students
Adult Learning Theory
- Applies the theories of adult learning effectively during coaching and professional learning
- Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase effectiveness
- Understands and applies theories of change that encourage growth mindset and professional progress
- Designs and facilitates professional learning using adult learning theory, effectively honors experience, and differentiates coaching and professional learning to meet the needs of educators
- Uses technology effectively to engage teachers in professional learning
- Employs reflection as a strategy to frequently self-evaluate instructional design, delivery and response
Instructional Design and Assessment
- Facilitates and guides alignment of instruction and assessment to state standards and competencies
- Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
- Models effective instructional design theories such as backwards design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning
- Understands assessment designs and the different modalities of assessing students
- Facilitates data analysis of different formative and summative assessments to inform instruction
- Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction
Strategies for Effective Instructional Delivery
- Shares current research on best and most effective strategies, including educational technology, supported by the District for delivery and engagement
- Collects data and shares strategies to help educators increase student engagement, motivation, and participation
- Promotes effective, positive classroom management, and restorative practices
- Has a deep knowledge of Utah’s Effective Teaching Standards
Effective Leadership and Collaboration
- Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
- Effectively creates an alignment of state, district, school, team, and individual goals for educators
- Advocates for and models equity across all practices
- Promotes and models self-advocacy by educators and students
- Facilitates critical conversations and conflict resolution
- Engages in continued learning, growth, and reflection on instructional coaching practices
Attendance is an Essential Function of this Position
Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on-site equipment and resources.
Other Functions
- Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
Physical Requirements
- Remain in a stationary position 50% of the time.
- Move about inside and outside the school to access files, students and machinery.
- Constantly operate a computer and other office productivity machinery, such as a calculator, copy machine, computer, computer printer.
- Occasionally ascend/descend a ladder/stairs to access high objects or different levels of the building.
- Constantly positions self to maintain files, students, or objects.
- Have the ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations.
- Have the ability to observe details at close and far range.
- Frequently move items weighing up to 20 pounds across the classroom for various needs.
- Constantly work in outdoor weather conditions.
- Teachers in SpEd, P.E., CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.
Qualifications
- Has knowledge of State Core Curriculum and Board of Education adopted guides.
- Valid Utah Teaching/Educator License and relevant endorsement(s).
- Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
- Requires a bachelor's degree from an accredited college or university.
Weber School District has the right to revise this position description at any time.
WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER
See all 692+ Instructional Design Specialist Jobs
Sign up for free to unlock all listings, filter by visa type, and get alerts for new Instructional Design Specialist roles.
Get Access To All JobsTips for Finding Visa Sponsorship as an Instructional Design Specialist
Target industries with established sponsorship track records
Higher education institutions, hospital systems, and large technology companies file LCAs for Instructional Design Specialists far more consistently than small businesses. Focusing your search on these sectors significantly improves your odds of finding a sponsor.
Align your degree field to the job description
H-1B approval depends on a direct connection between your degree field and the role. Degrees in instructional design, educational technology, curriculum development, or learning sciences provide the clearest support. A general education degree may require additional documentation.
Emphasize e-learning tools and LMS expertise in your resume
Employers sponsoring this role look for proficiency in platforms like Articulate Storyline, Adobe Captivate, or Canvas. Concrete tool experience strengthens both your candidacy and the specialty occupation argument USCIS evaluates during adjudication.
Apply early relative to the H-1B cap season
H-1B registrations open in March for an October 1 start date. Securing a job offer and completing employer onboarding before February gives your employer enough time to prepare the petition without rushing the LCA certification process.
Consider cap-exempt employers if you miss the lottery
Universities, affiliated research institutions, and certain nonprofits are exempt from the H-1B cap. Instructional design roles at these organizations can be sponsored year-round, making them a strong fallback if you are not selected in the annual lottery.
Use Migrate Mate to find employers actively sponsoring this role
Browse Migrate Mate to identify employers who have a verified history of sponsoring Instructional Design Specialists. Filtering by visa-sponsoring companies saves time and focuses your applications on employers already set up to support the process.
Frequently Asked Questions
Does the Instructional Design Specialist role qualify as a specialty occupation for H-1B purposes?
Yes, in most cases. USCIS evaluates specialty occupation status by assessing whether the role normally requires at least a bachelor's degree in a specific field. Instructional Design Specialist positions typically require a degree in instructional design, educational technology, or curriculum development, which satisfies that standard. Roles where any bachelor's degree is accepted regardless of field can face additional scrutiny, so the job description wording matters significantly.
What degree fields give the strongest support for sponsorship in this role?
Degrees in instructional design, educational technology, learning sciences, or curriculum and instruction are the most defensible. A degree in a closely related field like cognitive psychology or human-computer interaction can also work if the employer's job description ties the coursework directly to the duties. A general education or communications degree alone may not be sufficient without supplemental documentation showing field-specific qualifications.
Which types of employers are most likely to sponsor Instructional Design Specialists?
Universities and community colleges represent the largest sponsoring segment, partly because they qualify as cap-exempt H-1B employers. Large hospital networks, insurance companies, and technology firms with internal learning and development teams also file regularly. Boutique e-learning agencies and small training consultancies are far less likely to have the legal infrastructure or budget to support a sponsorship petition. Migrate Mate lists employers in this role with active sponsorship history.
Can I get an H-1B for this role if I have a three-year bachelor's degree from India or Australia?
Potentially yes, but it requires careful documentation. USCIS does not automatically recognize three-year degrees as equivalent to a U.S. four-year bachelor's degree. A credential evaluation from a NACES-member organization that finds your degree equivalent to a U.S. bachelor's is usually required. Some evaluators also consider a three-year degree combined with a postgraduate diploma or significant work experience as meeting the standard. Your employer's immigration attorney should assess this early in the process.
What happens to my visa status if my employer loses funding or eliminates my instructional design position?
If your H-1B employment ends, you have a 60-day grace period to find a new sponsoring employer, change to another visa status, or depart the United States. A new employer can file an H-1B transfer petition during this window, and you can begin working once the transfer is filed rather than waiting for approval. Acting quickly is important because the grace period does not pause for weekends or federal holidays.
What is the prevailing wage requirement for sponsored Instructional Design Specialist jobs?
U.S. employers sponsoring a visa must pay at least the prevailing wage, which is what workers in the same role, area, and experience level typically earn. The Department of Labor sets this rate to make sure companies aren't hiring foreign workers simply because they'd accept lower pay than a U.S. worker. It varies by job title, location, and experience. You can look up current prevailing wage rates for any occupation and location using the OFLC Wage Search page.