1. What is the average salary of a Curriculum Designer II?
The average annual salary of Curriculum Designer II is $81,733.
In case you are finding an easy salary calculator,
the average hourly pay of Curriculum Designer II is $39;
the average weekly pay of Curriculum Designer II is $1,572;
the average monthly pay of Curriculum Designer II is $6,811.
2. Where can a Curriculum Designer II earn the most?
A Curriculum Designer II's earning potential can vary widely depending on several factors, including location, industry, experience, education, and the specific employer.
According to the latest salary data by Salary.com, a Curriculum Designer II earns the most in San Jose, CA, where the annual salary of a Curriculum Designer II is $102,563.
3. What is the highest pay for Curriculum Designer II?
The highest pay for Curriculum Designer II is $97,169.
4. What is the lowest pay for Curriculum Designer II?
The lowest pay for Curriculum Designer II is $67,328.
5. What are the responsibilities of Curriculum Designer II?
The Curriculum Designer II conducts skill assessments and collects input to identify training or development needs, goals, gaps, and requirements. Designs and develops training programs, curriculum, methods, and materials for various audiences, including employees, managers, customers, or other learners. Being a Curriculum Designer II develops curricula supporting defined competency models or skill frameworks. Consults with subject matter experts to define learning objectives and to design appropriate course content and training curriculum. In addition, Curriculum Designer II writes and edits outlines, syllabus, lecture notes, and materials for in-person or online courses and self-study programs. Evaluates the software or collaboration tools to be selected for training. Establishes metrics to use to evaluate training effectiveness. May collaborate with vendors that provide training materials or conduct training. May coach trainers. Requires a bachelor's degree. Typically reports to a manager. Being a Curriculum Designer II occasionally directed in several aspects of the work. Gaining exposure to some of the complex tasks within the job function. Working as a Curriculum Designer II typically requires 2 -4 years of related experience.
6. What are the skills of Curriculum Designer II
Specify the abilities and skills that a person needs in order to carry out the specified job duties. Each competency has five to ten behavioral assertions that can be observed, each with a corresponding performance level (from one to five) that is required for a particular job.
1.)
Presentation: Presentation conveys information from a speaker to an audience. Presentations are typically demonstrations, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, build goodwill, or present a new idea/product.
2.)
Prospecting: Prospecting is the first stage of the geological analysis (second – exploration) of a territory. It is the physical search for minerals, fossils, precious metals or mineral specimens, and is also known as fossicking. Prospecting is a small-scale form of mineral exploration which is an organised, large scale effort undertaken by commercial mineral companies to find commercially viable ore deposits. Prospecting is physical labour, involving traversing (traditionally on foot or on horseback), panning, sifting and outcrop investigation, looking for signs of mineralisation. In some areas a prospector must also make claims, meaning they must erect posts with the appropriate placards on all four corners of a desired land they wish to prospect and register this claim before they may take samples. In other areas publicly held lands are open to prospecting without staking a mining claim.
3.)
Blended Learning: Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. Blended learning is also used in professional development and training settings. Blended learning is highly context-dependent therefore a universal conception of it is hard to come by. Some reports have claimed that a lack of consensus on a hard definition of blended learning had led to difficulties in research on its effectiveness. However, a 2015 meta-analysis that historically looked back at a comprehensive review of evidence-based research studies around blended learning, found commonalities in defining that blended learning was "considered a combination of traditional f2f [face to face] modes of instruction with online modes of learning, drawing on technology-mediated instruction, where all participants in the learning process are separated by distance some of the time." This report also found that all of these evidence-based studies concluded that student achievement was higher in blended learning experiences when compared to either fully online or fully face-to-face learning experiences.
