Job Req ID:  108574

Senior Instructional Designer

We are seeking a Senior Instructional Designer. The Johns Hopkins Center for Talented Youth is a nonprofit dedicated to identifying and developing the talents of academically advanced K-12 students around the world. We provide todays brightest students with fun, challenging courses; a community of engaged learners; and a strong foundation for future success in college and their careers. Want to join our team? We are looking for mission-driven problem-solvers who can thrive in CTYs diverse, collaborative, fast-paced, and results-driven work environment. We value innovation, creativity, integrity, and a shared commitment to the bright young people we serve. In return, we offer employees the opportunity to be part of the Johns Hopkins community and to take advantage of our generous benefits package, which includes affordable health-care options and tuition assistance for employees and their families.

General Purpose/Summary

  • Working in a matrixed environment with CTYs curriculum and instructional design team and subject matter experts from the CTY online and in-person experiences teams, lead the analysis, design, development and implementation of courses that align to CTYs vision of a unified curriculum for advanced K-12 learners across all modalities online, in-person, hybrid.
  • Lead the development of courses that deliver the shared characteristics of the CTY model regardless of modality: provision of advanced material in age-appropriate context, integration of acceleration and enrichment, novelty in topic and/or approach, instructor as expert fellow learner, emphasis on facilitated learning over primary instruction.
  • Working with CTYs research and evaluation teams, facilitate the continual evaluation and evolution of the model in response to evidence (internal and external) and in service of testing new approaches that will advance our understanding of advanced learners and effective practices to support them.
  • Identify relevant third-party standards for CTY courses (National Association for Gifted Children standards, WCAG 2.1 AA standards, Quality Matters, CCSS, Next Generation Science Standards, ACTFL, AP Standards, etc.). Document CTYs alignment to such standards as appropriate.
  • Collaborate with program directors and teams of writers and subject matter experts to ensure instructional integrity of CTY courses through a method of systematic design and clear course standards and outcomes, including alignment of educational objectives with content, activities and assessment, application of UDL guidelines and other applicable evidence-based practices.
  • Provide recommendations for sequencing of instruction, interactive activities, assessment, and, where appropriate, interface design.
  • Ensure design consistency and accessibility. Assist program directors and other relevant staff with setting and implementing style consistency standards.
  • Provide guidance on international design components for cultural correctness and norms, time zone differences, and language/translation issues.
  • Manage multiple complex design projects concurrently. Create project plans and deliver timely results.
  • Conduct necessary project analysis. Make recommendations for departmental project management process.
  • Collaborate with program directors to build a robust faculty and professional learning program that supports delivery of the CTY model and facilitates individual faculty creativity and capacity for innovation. This could include observing classes in session, holding listening sessions with faculty, and developing and conducting workshops and seminars to educate faculty and Subject Matter Experts on best practices and new developments in student engagement, teaching methods, and systems use.
  • May participate in organizing professional learning series or large symposia for external as well as internal audiences.
  • Research and evaluate new and emerging technologies, instructional design theories, and approaches and policies for potential application to instructional opportunities

Specific Duties & Responsibilities

  • Serve as Project Lead for courses, services, and projects.
  • Serve as project lead on course development, directing teams of subject matter experts, and, where applicable, technical trainers, instructional technologists, web developers and multimedia specialists.
  • Develop appropriate templates and rubrics to guide the course development process.
  • Collaborate and consult with CTY stakeholders on the effective use of instructional design strategies, web-based resources, multimedia technologies, and instructional software and systems to support course delivery and continual evolution of the CTY model.
  • Research and evaluate new and emerging technologies, instructional design theories, and policies for potential application to the CTY context.
  • Provide recommendations on the strategic, tactical, and operational issues associated with the adoption of instructional technologies and instructional design processes.
  • Work with CTYs evaluation team and program directors to develop and implement tools and schedules for regularly assessing courses and instructor and student needs.
  • Assist with developing budget projections and grant proposals.

Conduct Necessary Project Analysis

  • Evaluate the instructional effectiveness of instructional design processes.

Design & Develop Instructional Projects

  • Guide and support subject matter experts in developing design documents and/or storyboards outlining instructional objectives, methods, and assessment plans.
  • Conduct needs analysis and performance analysis to ensure learner-centered experiences.
  • Advise faculty and staff on effective use of instructional resources for specific projects.
  • Collaborate with CTY staff in writing instructional design criteria.
  • Serve as primary Instructional Designer on course development projects as needed.
  • May mentor or direct other instructional designers, content specialists, web developers, graphic designers, faculty and staff, and/or external partners as needed in complex projects.
    • Utilize effective communication skills to communicate frequently and effectively with various project collaborators.
    • Manage project timelines and coordinate with team members and partners to meet project deliverables.
  • Plan, develop, and deliver professional learning sessions for internal and/or external audiences on best practices and new developments in student engagement and teaching methods related to the CTY model, such as how to use web-based resources and tools and multimedia technologies in the service of facilitated learning.
  • Develop project management plans or work with project management leads to ensure that quality deliverables are produced to meet project timelines.
  • Working in collaboration with CTYs evaluation team and other stakeholders, develop and conduct formative and summative evaluation of instructional content and outcomes.
    • Evaluate the instructional effectiveness of programs and courses.
    • Conduct usability and learnability analysis of learning prototypes and environments.
  • Provide expertise and support to ensure to track compliance with federal 508 disability regulations. (Section 508 is a part of the Rehabilitation Act of 1973, which requires that electronic and information technology developed, procured, maintained or used by the Federal government be accessible to people with disabilities.)
  • Supervise full time or casual Instructional Designers and course authors. The number of staff supervised may fluctuate depending on the scale of course development activity and funding.

Other Duties

  • Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
  • Degree of independent action performed on the job:
  • Work independently as well as with production team to ensure all deadlines are met.
  • Works closely with program area supervisors and subject matter experts implementing their objectives.

Special Knowledge, Skills & Abilities

  • Excellent project management skills, ability to set and fulfill priorities, independence, and time-management capabilities. This job requires a person who is a self-starter, who sets goals for herself/himself and members of the teams s/he may lead, develops strategies for meeting them, and achieves them with minimal oversight.
  • Demonstrated ability to manage and coordinate teams of high-level professionals (including faculty, staff, and other technical specialists) from multiple departments in design, development, and execution of funded projects.
  • Demonstrated understanding of the similarities and differences among online, in-person and hybrid learning modalities.
  • Ability to deal with multiple constituencies in a fast-paced, dynamic work environment.
  • Excellent presentation skills.
  • Excellent written and oral communication skills.
  • Ability to work in a team environment and willing to contribute wherever needed to ensure team success.
  • Background of instruction or development in a learning management system.
  • Experience managing and motivating a geographically diverse workforce.

Physical Requirements 

  • Ability to sit in a normal seated position for extended periods of time.
  • Dexterity of hands to operate a computer keyboard, mouse pad and other office machinery.
  • The incumbent will be required to communicate regularly via telephone and face to face with internal and external customers and must be able to exchange accurate and timely information in these settings.
  • Position also requires a degree of mobility common to working in an office environment; bending, kneeling or standing during events and presentations may be required.

Additional Information

  • Applicants must be authorized to work in the United States.
  • The successful candidate for this position will be subject to a pre-employment background check.
  • All employees participating in or serving children in University programs must participate in mandatory Child Abuse Prevention online training on the appropriate conduct around children, protecting children from abuse and neglect, and reporting of known or suspected child abuse and neglect.
  • CTY offers students in grades preK-12 challenging academic coursework throughout the year. For more information, please visit:

Minimum Qualifications
  • Graduate Degree in instructional design, instructional technology, education, or related field.
  • Three years of professional level experience in course design and development, faculty training, or program/course assessment/evaluation required.
  • Significant additional related experience may substitute for advanced degree.


Classified Title: Sr Instructional Designer 
Working Title: Senior Instructional Designer   
Role/Level/Range: ACRP/04/ME  
Min/Mid/Max Salary Range: $62,780-$86,390-$110,010 (Commensurate with experience) 
Employee Group: Full Time 
Schedule: Mon-Fri, 8:30am-5pm
Exempt Status: Exempt 
Location: Remote
Department name: CTY Online Programs  
Personnel area: Academic and Business Centers 



Total Rewards
The referenced salary range is based on Johns Hopkins University’s good faith belief at the time of posting. Actual compensation may vary based on factors such as geographic location, work experience, market conditions, education/training and skill level. Johns Hopkins offers a total rewards package that supports our employees' health, life, career and retirement. More information can be found here:



Applicants must be authorized to work in the United States

Sponsorship is not offered for this position


Please refer to the job description above to see which forms of equivalency are permitted for this position. If permitted, equivalencies will follow these guidelines:

JHU Equivalency Formula: 30 undergraduate degree credits (semester hours) or 18 graduate degree credits may substitute for one year of experience. Additional related experience may substitute for required education on the same basis. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.

**Applicants who do not meet the posted requirements but are completing their final academic semester/quarter will be considered eligible for employment and may be asked to provide additional information confirming their academic completion date.

The successful candidate(s) for this position will be subject to a pre-employment background check. Johns Hopkins is committed to hiring individuals with a justice-involved background, consistent with applicable policies and current practice. A prior criminal history does not automatically preclude candidates from employment at Johns Hopkins University. In accordance with applicable law, the university will review, on an individual basis, the date of a candidate’s conviction, the nature of the conviction and how the conviction relates to an essential job-related qualification or function.


The Johns Hopkins University values diversity, equity and inclusion and advances these through our key strategic framework, the JHU Roadmap on Diversity and Inclusion.


Equal Opportunity Employer

All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or status as a protected veteran.


EEO is the Law
Learn more:


Accommodation Information

If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the Talent Acquisition Office at For TTY users, call via Maryland Relay or dial 711. For more information about workplace accommodations or accessibility at Johns Hopkins University, please visit


Johns Hopkins has mandated COVID-19 and influenza vaccines, as applicable. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. For additional information, applicants for SOM positions should visit and all other JHU applicants should visit


The following additional provisions may apply, depending on campus. Your recruiter will advise accordingly.

The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.


Note: Job Postings are updated daily and remain online until filled.