Instructional Systems Specialist

You may qualify at the GS-14, if you fulfill the following qualifications: A. One year of specialized experience equivalent to the GS-13 grade level in the Federal service: Applying knowledge of instructional systems design and adult learning principles, methods, and practices to analyze, design, develop, implement, and evaluate curricula to include traditional and non-traditional learning and synchronous and asynchronous learning products. Implementing a wide range of qualitative, quantitative, and strategic analysis and evaluation methods sufficient to identify, assess, advise and improve upon talent development programmatic areas, associated challenges, and innovative initiatives, and extrapolate information from questionable or incomplete data. Utilizing educational technologies to facilitate adult education and training in virtual and in-person learning environments, and staying abreast of latest learning concepts, theories, delivery models, and techniques to maintain a future-focused and cutting edge means of program delivery. Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic; religious; spiritual; community, student, social). Volunteer work helps build critical competencies, knowledge, and skills and can provide valuable training and experience that translates directly to paid employment. You will receive credit for all qualifying experience, including volunteer experience. In addition to meeting qualifications, your application package must reflect the applicable experience to meet the Individual Occupational Requirements for the 1750 series. A Bachelor's degree (or higher degree): that included or was supplemented by at least 24 semester hours appropriate to the work of the position to be filled. The course work must have included study in at least four of the following five areas: Learning theory, psychology of learning, educational psychology: Study of learning theories as they relate to the systematic design, development, and validation of instructional material. Instructional design practices: Study of the principles and techniques used in designing training programs, developing design strategy and models, and applying design methods to the improvement of instructional effectiveness. Educational evaluation: Study of the techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments, and determining reliability and validity of evaluation instruments. Instructional product development: Study of the techniques appropriate for developing training materials, including identifying learner characteristics, specifying objectives, applying training strategy, validating training materials, and evaluating training. Computers in education and training: Study of the application of computers in education and training, including selecting appropriate computer software. *NOTE: Failure to provide transcripts will result in you being rated ineligible for this position.