{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:39:48.611Z","occupation":{"soc":"25-2059.00","title":"Special Education Teachers, All Other","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":true},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers university-level special education teacher preparation, spanning course design and delivery, student evaluation and mentorship, scholarly inquiry, and program leadership within accredited graduate and undergraduate academic environments.","levels":{"emerging":{"label":"Emerging","statements":["Course syllabi and homework assignments — draft under faculty mentorship to align with special education curriculum standards in a graduate-level training program.","Lecture content on foundational special education topics — prepare and deliver to small undergraduate cohorts under direct supervision of a senior instructor.","Student written assignments and class participation — evaluate using established grading rubrics provided by the supervising faculty team.","Classroom discussions on disability law and individualized instruction — initiate with structured prompts under the guidance of a cooperating professor.","Word processing and office suite software — use to organize course handouts, assignment sheets, and instructional materials for assigned class sections.","Reading comprehension strategies — apply when reviewing research literature to prepare accurate, evidence-based lecture content for assigned topics.","Active listening techniques — demonstrate during post-lecture debriefs and student consultations to identify emerging learning needs in a university classroom.","Electronic mail and course management platforms — use to communicate assignment expectations and respond to student inquiries in a timely manner.","Basic educational psychology principles — reference when selecting instructional approaches for diverse learners in introductory special education coursework.","Attendance and grading records — maintain accurately using spreadsheet software under the administrative direction of the department coordinator."]},"developing":{"label":"Developing","statements":["Undergraduate and graduate lectures on topics such as assessment practices and IEP development — prepare and deliver independently, incorporating current research with reduced faculty oversight.","Student papers, projects, and examinations — evaluate and grade consistently, applying differentiated criteria to reflect varied learning objectives in special education courses.","Seminar discussions on inclusive pedagogy and evidence-based interventions — facilitate with minimal prompting, adjusting pacing and depth to student comprehension levels.","Course materials including syllabi, reading lists, and multimedia handouts — develop for multiple sections, coordinating content across a special education degree sequence.","Learning strategies adapted to students with diverse exceptionalities — select and model during lectures to build students' own instructional repertoire for K–12 settings.","Analytical software and web-based platforms — use to analyze course outcome data and adjust instructional design within a university department context.","Written feedback on student assignments — compose with clarity and specificity, using correct English conventions to guide graduate students' professional development.","Critical thinking frameworks — apply when evaluating competing special education models, guiding students to assess evidence quality in academic and clinical literature.","Collaborative lesson planning sessions with departmental colleagues — participate in regularly to ensure vertical alignment across the special education curriculum.","Student progress trends across a course term — monitor using spreadsheet tracking tools and report findings to the program director during routine review cycles."]},"proficient":{"label":"Proficient","statements":["Graduate-level lectures on advanced topics such as transition planning, augmentative communication, and behavior analysis — design and deliver autonomously, integrating interdisciplinary research across full-semester course arcs.","Complex student work including thesis drafts and capstone projects — evaluate with nuanced, criterion-referenced feedback that advances scholars toward independent professional practice.","High-stakes classroom discussions involving contested policy and ethical dilemmas in special education — initiate, moderate, and synthesize with skill, managing diverse viewpoints in a graduate seminar environment.","Comprehensive course materials for new or redesigned special education courses — develop independently, aligning syllabi, assessments, and readings to accreditation standards and field competencies.","Non-routine instructional challenges such as students with language barriers or prior trauma — address through adaptive learning strategies drawn from deep knowledge of psychology and educational theory.","Departmental oral expression and presentation norms — model and explicitly teach to graduate students preparing for conference presentations and clinical consultation roles.","Deductive reasoning applied to program evaluation data — use to identify gaps between instructional outcomes and field-readiness benchmarks, proposing targeted curricular revisions.","Analytical and scientific software for qualitative and quantitative course research — employ to produce peer-reviewed scholarship that informs special education teacher preparation nationally.","Student mentorship across full degree programs — provide, advising on research methodology, practicum performance, and career trajectories in university and clinical contexts.","Interdisciplinary knowledge spanning education, administration, and customer service principles — integrate when designing field practicum structures that bridge university coursework and real-world school environments."]},"advanced":{"label":"Advanced","statements":["Special education teacher preparation program vision and strategic direction — set at the institutional level, aligning curriculum architecture with state licensure requirements, federal mandates, and emerging research.","Department-wide lecture and course development standards — establish and disseminate, guiding faculty colleagues in designing evidence-based instruction across the full special education degree sequence.","Scholarly and policy discourse on systemic issues in special education — lead publicly through keynote lectures, congressional testimony, and published position papers that shape national practice.","Program-level evaluation and grading policy — author and steward, ensuring coherent, equitable assessment frameworks that hold all faculty to consistent, accreditation-aligned standards.","Faculty learning communities and instructional coaching programs — create and sustain, developing the pedagogical capacity of junior instructors and doctoral teaching fellows across the department.","High-level administrative decision-making on curriculum, hiring, and resource allocation — exercise with integrity and dependability, balancing institutional priorities with student and community needs.","Cross-institutional research collaborations in special education — initiate and manage, leveraging analytical platforms and interdisciplinary networks to produce transformative knowledge for the field.","Graduate students' intellectual development and professional identity formation — mentor at the highest level, modeling critical inquiry, ethical practice, and sustained intellectual curiosity throughout doctoral training.","Institutional written communication standards for accreditation reports, grant proposals, and policy briefs — define and champion, ensuring the department's voice is authoritative, precise, and compelling.","Organizational culture of cooperation, inclusion, and continuous improvement — cultivate across the special education program, influencing faculty governance, community partnerships, and the socialization of future educators."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}