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Health Specialties Teachers, Postsecondary

SOC 25-1071.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary health specialties teaching practice across classroom, laboratory, curriculum governance, and scholarly contexts at institutions offering graduate and professional health sciences degree programs.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and assignment handouts — draft and organize under faculty mentorship for an entry-level health specialties course at a postsecondary institution.
  2. Current health sciences literature — review and summarize key findings to stay informed of field developments under guidance of senior colleagues.
  3. Student written assignments and class participation — evaluate and assign preliminary grades using established rubrics in a supervised academic setting.
  4. Laboratory sessions — assist in supervising and supporting students through procedures under the direction of an experienced health sciences faculty member.
  5. Standardized examinations — administer and collect according to departmental protocols in a postsecondary health specialties classroom environment.
  6. Student attendance and grade records — maintain accurately in institutional databases and learning management systems following established record-keeping procedures.
  7. Classroom discussions on health specialties topics — facilitate introductory dialogue by posing prepared questions to undergraduate or graduate health program students.
  8. Instructional methods and course content — support revision efforts by gathering student feedback data under the direction of a lead curriculum coordinator.
  9. Word processing and course management software — use to prepare and distribute instructional materials within a postsecondary health sciences department.
  10. Medical and scientific terminology — apply correctly in written and verbal communications with students and colleagues in a health specialties academic program.
Developing
Mid-level / Established
  1. Comprehensive course syllabi and learning materials — independently prepare and refine for health specialties courses aligned with accreditation standards at a postsecondary institution.
  2. Professional conferences and peer-reviewed journals — engage with regularly to integrate emerging developments in health sciences into course content and instructional practice.
  3. Student class work, assignments, and papers — evaluate and grade consistently using differentiated assessment criteria across multiple sections of a health specialties course.
  4. Laboratory sessions involving clinical or scientific procedures — supervise with growing independence, ensuring safety protocols and learning objectives are met in a postsecondary health program.
  5. Examinations — compile, administer, and grade with reduced oversight, delegating grading tasks to teaching assistants when appropriate within departmental guidelines.
  6. Student academic records and compliance documentation — maintain and audit routinely using institutional data management systems in accordance with FERPA and accreditation requirements.
  7. Classroom and seminar discussions — initiate and moderate on complex health specialties topics, guiding students toward critical analysis in graduate or professional health program settings.
  8. Course content and instructional methods — evaluate and revise semester-to-semester based on learning outcomes data and evolving disciplinary standards in a health specialties department.
  9. Analytical and information retrieval software — use proficiently to support research integration and evidence-based course updates within a health sciences academic environment.
  10. Interdisciplinary collaboration with health sciences colleagues — coordinate on course sequencing and student learning outcomes across a postsecondary health specialties program.
Proficient
Senior / Expert IC
  1. Full-course instructional materials including syllabi, multimedia content, and assessments — design autonomously to reflect current evidence-based practice for advanced health specialties students at a doctoral or professional degree level.
  2. Developments across multiple health specialties subfields — synthesize independently by engaging with literature, collegial networks, and national conferences, then translate findings directly into curriculum updates.
  3. Complex student work including research papers and clinical case analyses — assess and grade with nuanced feedback that advances individual student professional development in a rigorous health sciences program.
  4. Advanced laboratory and simulation sessions — supervise across multiple concurrent sections, troubleshooting non-routine procedural or safety issues in a postsecondary health professions training environment.
  5. Examination blueprints and assessment programs — design, validate, and continuously improve using psychometric principles and accreditation benchmarks for a health specialties degree program.
  6. Program-level academic records, outcome metrics, and accreditation data — compile and analyze to ensure compliance with institutional and professional accreditation standards in a health sciences department.
  7. High-level seminars and case-based discussions — lead for graduate and professional students on non-routine clinical, ethical, and research challenges within a health specialties academic setting.
  8. Curriculum frameworks for health specialties programs — evaluate, redesign, and implement comprehensively using learning theory and competency-based education models in alignment with professional licensing requirements.
  9. Medical software, geographic information systems, and scientific analytical tools — integrate into coursework to enhance student competency with health informatics and data-driven clinical reasoning.
  10. Interprofessional education initiatives — lead by coordinating with faculty from medicine, nursing, pharmacy, and allied health disciplines to develop integrated learning experiences for health specialties students.
Advanced
Lead / Principal / Executive
  1. Departmental and program-level educational strategy — set and communicate a long-term vision for health specialties instruction aligned with institutional mission, accreditation bodies, and national workforce needs.
  2. Faculty scholarship and professional development — mentor and support across a health specialties department, fostering a culture of scholarly inquiry and evidence-based teaching practice.
  3. Institutional curriculum governance structures — lead by chairing curriculum committees and driving systematic review and reform of health specialties degree programs at the college or university level.
  4. Accreditation self-studies and external review processes — direct and coordinate, ensuring all program-level standards, student outcome data, and continuous improvement plans meet national health professions accreditation criteria.
  5. Strategic research and grant initiatives — champion and cultivate by identifying funding opportunities, building interdisciplinary teams, and translating funded scholarship into improvements in health specialties education.
  6. Educational policy positions and professional standards — influence externally by contributing to national health education associations, authoring white papers, and representing the institution at policy forums.
  7. Complex organizational and resource allocation decisions — lead across the health specialties division, applying judgment to balance teaching loads, laboratory resources, and faculty hires in support of program excellence.
  8. Health sciences faculty recruitment, evaluation, and retention — oversee by establishing rigorous hiring criteria, conducting performance reviews, and designing incentive structures that advance departmental goals.
  9. Partnerships with health care systems and community organizations — forge and sustain to create authentic clinical training opportunities and community-engaged scholarship for students and faculty in the health specialties program.
  10. Institutional diversity, equity, and inclusion initiatives in health education — advance by designing admissions pipelines, culturally responsive curricula, and mentorship programs that broaden participation in the health professions.

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Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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RAPIDS apprenticeships
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O*NET skills
Reading ComprehensionInstructingSpeakingActive ListeningCritical ThinkingLearning StrategiesWritingActive LearningJudgment and Decision MakingComplex Problem SolvingTime ManagementMonitoringSocial PerceptivenessScienceCoordinationMathematicsPersuasionNegotiationService Orientation
Knowledge domains
Education and TrainingEnglish LanguageBiologyMedicine and DentistryPsychologyAdministrativeComputers and ElectronicsAdministration and ManagementPublic Safety and SecurityCustomer and Personal ServicePersonnel and Human ResourcesTherapy and CounselingMathematicsCommunications and MediaChemistryLaw and Government
Abilities
Oral ExpressionWritten ComprehensionOral ComprehensionWritten ExpressionSpeech ClarityDeductive ReasoningInductive ReasoningNear VisionSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilityAttention to DetailIntegrityAchievement OrientationSocial Orientation
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareMedical softwareInformation retrieval or search softwareElectronic mail softwareGeographic information systemAnalytical or scientific softwareOptical character reader OCR or scanning software
Tasks · seed anchors for statements
  1. Prepare course materials, such as syllabi, homework assignments, and handouts.
  2. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  3. Evaluate and grade students' class work, assignments, and papers.
  4. Supervise laboratory sessions.
  5. Compile, administer, and grade examinations, or assign this work to others.
  6. Maintain student attendance records, grades, and other required records.
  7. Initiate, facilitate, and moderate classroom discussions.
  8. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
CIP education codes
01.800101.810101.810201.810301.810401.810501.810601.810701.810801.810901.811001.811101.819901.830113.132726.040126.040326.040426.050326.091326.099926.100126.100226.100326.100426.100526.100626.100726.109926.110226.130926.131130.110130.190142.270944.050351.010151.020151.020251.020351.020451.029951.040151.050151.050251.050451.050551.050651.050751.050851.050951.051051.051151.051251.051351.051451.059951.060151.060251.060351.080151.080251.080351.080551.090151.090251.090351.090451.090551.090651.090751.090851.090951.091051.091151.091251.091351.091451.091551.091651.091751.091951.092051.092151.092251.092351.099951.100151.100251.100351.100451.100551.100651.100751.100851.100951.101051.101151.101251.109951.140551.150151.200151.200251.200351.200451.200551.200651.200751.200851.200951.201051.201151.209951.220151.220251.220551.220651.220751.220851.220951.221251.221351.221451.229951.230051.230151.230251.230551.230651.230751.230851.230951.231051.231351.231451.231551.231651.231751.239951.320251.350151.350251.350351.359951.360361.010161.010261.010361.010461.010561.010661.010761.010861.010961.011061.011161.011261.011361.011461.011561.011661.011761.011861.011961.012061.012161.012261.012361.012461.012561.019961.020261.020361.020461.020561.020661.020761.020861.020961.021061.021161.021261.021361.021461.021561.021661.021761.021861.029961.030161.039961.040161.049961.050161.050261.050361.059961.060161.060261.060361.069961.070161.079961.080161.080461.080561.080661.080761.080861.080961.081061.081161.081261.081361.081461.081661.081861.089961.090161.090261.090361.090461.099961.100161.109961.110161.110261.110361.110461.110561.110661.110761.119961.120161.129961.130161.130261.130361.130461.139961.140161.149961.150161.150261.150361.150461.150561.159961.160161.169961.170161.170261.170361.179961.180161.180261.180361.180461.180561.180661.180761.180861.180961.181061.181161.181261.181361.181461.181561.189961.190161.190261.190361.190461.190561.190661.190761.190861.190961.191061.191161.191261.191361.191461.191561.191761.199961.200161.200261.200361.209961.210161.210261.210361.219961.220161.229961.230161.230261.230361.239961.240161.240261.240361.240461.240561.240661.249961.250161.259961.260161.260261.260361.260461.260561.260661.260761.260861.260961.261061.261161.261261.269961.270161.270261.270361.270461.270561.270661.270761.270861.279961.280161.280261.289961.9999

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.