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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.

AI-at-Work Competency Framework

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.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted course material drafting — uses an LLM to generate first-draft syllabi, homework prompts, and handouts, then reviews and edits each document before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Literature monitoring shortcut — queries an AI assistant to surface recent publications in a health specialty, cross-checking summaries against original sources before incorporating findings into lectures Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Grading support pipeline — delegates initial scoring of written assignments to an AI tool using a rubric, then audits a representative sample of outputs to catch errors and ensure consistency 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..
  2. Examination construction — directs an AI assistant to draft multiple-choice and short-answer items aligned to learning objectives, then applies expert judgment to select, revise, and sequence the final exam Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Adaptive learning strategy design — uses AI-generated learner profiles and difficulty analytics to adjust instructional pacing and content emphasis for cohorts with varied preparation levels WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Complex feedback synthesis — feeds student performance data into an AI tool to identify class-wide misconceptions, then crafts targeted instructional interventions drawing on clinical domain expertise the AI cannot supply 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..
  2. Laboratory session scaffolding — employs an AI assistant to draft pre-lab reading guides and post-lab reflection questions, while personally overseeing hands-on supervision where procedural safety is non-delegable.
  3. Research currency workflow — integrates an AI-powered literature review tool into a standing workflow that surfaces field developments weekly, reducing time spent on manual database searches substantially Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Assessment rubric iteration — directs an AI agent to compare successive cohort performance against established rubrics, then uses the analysis to refine assessment criteria each semester 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..
Advanced
  1. AI governance in health education — sets department-level standards for which instructional tasks are routed to AI tools versus retained by faculty, anchoring policy in the occupation's Q2 augmentation positioning and the non-automatable judgment demanded by clinical content 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..
  2. Orchestrated curriculum redesign — coordinates AI agents across literature synthesis, competency mapping, and draft content generation for a full program revision, while exercising final authority over accreditation alignment and pedagogical coherence 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..
  3. Mentorship of junior faculty in AI adoption — coaches colleagues on prompt design, output validation, and ethical use of AI in academic assessment, translating an 83% time-saving potential into realized productivity gains without compromising academic integrity Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Human-AI instructional research — designs and conducts scholarly studies comparing AI-assisted versus traditional instructional methods in health specialties, producing evidence that advances the field's understanding of effective human-technology interaction in professional education WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 5537
Augment share: 95%
Time saved: 83.1%
AI autonomy: 3.03
SAFI positioning
Top skill: Reading Comprehension
Score: 45.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
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.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication12 statements
Emerging
  1. Syllabus communication — drafts course syllabi and assignment instructions using clear, structured language accessible to entry-level health specialties students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Classroom discourse — introduces foundational health specialties concepts through prepared lecture notes and basic verbal explanation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student feedback — provides written comments on assignments using standard rubric language to convey basic performance expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Clinical concept explanation — translates complex medical and biological terminology into discipline-appropriate language during classroom instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Discussion facilitation — initiates and moderates classroom discussions on health specialties topics, drawing out student participation through targeted questioning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written communication — composes course handouts, laboratory guides, and examination prompts with accurate discipline-specific content and clear instructional intent Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-modal instruction — delivers course content across lecture, laboratory, and clinical simulation contexts, adjusting communication register to match setting and student preparation level Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assessment communication — designs examination items and written evaluations that precisely measure student comprehension of medicine, dentistry, or biological science competencies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional discourse — presents research findings and curriculum revisions to departmental colleagues and academic committees with clarity and scholarly precision Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Cross-disciplinary communication — translates cutting-edge health specialties research into pedagogically effective instructional narratives for diverse student populations, including undergraduate, graduate, and professional program learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scholarly publication — authors peer-reviewed manuscripts, textbook chapters, and curriculum frameworks that advance communication of health specialties knowledge within the academic community O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Mentorship dialogue — guides junior faculty and graduate teaching assistants in refining their instructional communication strategies through structured observation and feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership11 statements
Emerging
  1. Laboratory oversight — monitors student behavior and procedural compliance during supervised laboratory sessions under established safety and instructional protocols O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curricular participation — contributes input on course content revisions during departmental planning meetings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Course ownership — independently plans, sequences, and revises course content, materials, and instructional methods for assigned health specialties courses O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student development leadership — identifies at-risk students and initiates academic support conversations, directing them to appropriate campus resources Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Examination administration — coordinates the compilation, scheduling, and grading of course examinations, delegating components to graduate assistants where appropriate O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum leadership — leads the evaluation and revision of program-level curricula in health specialties disciplines, aligning learning outcomes with accreditation standards and field developments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Program committee leadership — chairs or actively leads departmental committees responsible for assessment, curriculum design, or faculty development initiatives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship leadership — supervises graduate students and postdoctoral researchers, setting expectations, evaluating progress, and fostering independent scholarly development O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Departmental vision — shapes the strategic academic direction of a health specialties program through advocacy for curricular innovation, faculty hiring priorities, and research mission alignment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Field leadership — assumes leadership roles in professional associations, accreditation bodies, or journal editorial boards, influencing standards for health specialties education nationally Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Institutional governance leadership — leads faculty governance efforts, policy development, and cross-departmental initiatives that elevate program quality and institutional reputation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition9 statements
Emerging
  1. Teaching self-reflection — identifies gaps between intended learning outcomes and observed student performance after individual class sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes the need to adapt instructional approaches when students demonstrate confusion with foundational health specialties content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional self-assessment — systematically reviews student evaluation data and course feedback to identify personal teaching strengths and areas requiring development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional knowledge monitoring — tracks personal understanding of emerging health specialties literature and identifies topics requiring deeper self-study before instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Pedagogical planning — strategically selects and sequences active learning strategies, case-based instruction, and simulation exercises based on self-assessed teaching effectiveness data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum reflection — evaluates personal assumptions embedded in course design and revises content to reduce bias and improve inclusivity in health specialties instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Research-teaching integration monitoring — reflects on the alignment between one's active research agenda and the currency of classroom content, making deliberate updates accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Teaching philosophy articulation — synthesizes years of instructional self-assessment into a coherent, evidence-based teaching philosophy that guides curriculum decisions and mentorship of junior faculty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Scholarly identity metacognition — models and teaches metacognitive strategies explicitly within health specialties graduate seminars, enabling students to monitor their own clinical and scientific reasoning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking10 statements
Emerging
  1. Evidence evaluation — reads and summarizes current health specialties literature to identify credible sources for course content development O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assignment analysis — evaluates student submissions against established criteria to identify patterns of misunderstanding in foundational biological or medical concepts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Clinical reasoning instruction — designs case studies and problem sets that require students to apply diagnostic or pathophysiological reasoning under realistic health specialties scenarios Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curricular gap analysis — examines existing course sequences to identify logical inconsistencies, outdated content, or misaligned assessments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Assessment validity analysis — evaluates examination instruments for construct validity, item discrimination, and alignment with program learning outcomes in health specialties education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research-based instruction — critically appraises emerging clinical and biological research to determine its instructional relevance and integrates validated findings into course materials Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student argument evaluation — assesses the logical structure, evidence quality, and reasoning coherence of student papers, oral presentations, and clinical reasoning exercises Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program evaluation leadership — designs and executes systematic critical analysis of health specialties program outcomes, accreditation compliance, and instructional effectiveness to drive data-informed reform Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Field-level critique — publishes critical analyses of prevailing pedagogical models, clinical training frameworks, or curricular standards in health specialties education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Grant and research scrutiny — applies rigorous critical thinking to evaluate research proposals, IRB submissions, and graduate thesis frameworks within health specialties disciplines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration9 statements
Emerging
  1. Collegial participation — attends departmental meetings and contributes to group discussions on course scheduling, student concerns, and instructional resources Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Interdisciplinary exposure — engages with faculty from adjacent health specialties disciplines to understand how course content connects to broader program learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Team-taught course coordination — collaborates with co-instructors to align syllabi, divide instructional responsibilities, and maintain consistent grading standards across course sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Clinical partner engagement — works with affiliated clinical sites, preceptors, or simulation lab staff to coordinate student learning experiences outside the traditional classroom O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum development collaboration — co-develops interdisciplinary course content with faculty from medicine, nursing, public health, or biological sciences to reflect integrated health specialties education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research collaboration — conducts collaborative scholarship with colleagues across institutions, co-authoring publications and designing multi-site studies within health specialties fields O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student team facilitation — structures and supervises team-based learning exercises where student groups apply health specialties knowledge to collaborative problem-solving tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-institutional partnership leadership — leads consortium-level collaborations among universities, health systems, and accrediting bodies to co-design health specialties educational standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Interprofessional education design — architects and implements interprofessional education initiatives where health specialties students collaborate with trainees from pharmacy, social work, and allied health to simulate team-based care Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character9 statements
Emerging
  1. Academic integrity modeling — follows institutional policies for grading, record-keeping, and examination security when managing student academic records Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional conduct — maintains respectful, professional interactions with students, staff, and colleagues in all classroom and departmental settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Equitable grading practice — applies established rubrics and blind-review practices consistently across student submissions to ensure fair and unbiased evaluation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Confidentiality adherence — maintains student records, accommodations, and performance data with strict compliance to FERPA and institutional privacy policies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Ethical instruction — acknowledges limitations of current evidence when teaching contested or evolving health specialties content, modeling intellectual honesty for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Accountability in advising — takes ownership of the accuracy and timeliness of academic guidance provided to health specialties students navigating licensure, certification, or professional school pathways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional responsibility — discloses conflicts of interest in research, maintains authorship ethics, and upholds research integrity standards across all scholarly activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Integrity leadership — establishes departmental norms for ethical scholarship, academic integrity enforcement, and inclusive assessment through policy advocacy and peer modeling Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethics instruction — integrates bioethics, research ethics, and professional responsibility frameworks into health specialties curricula, preparing students to navigate real-world moral dilemmas in clinical and research settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
7Creativity9 statements
Emerging
  1. Instructional material adaptation — modifies existing handouts, case studies, and laboratory exercises to better fit current course objectives and student preparation levels O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Novel problem design — creates original examination questions and discussion prompts that move beyond textbook recall to test applied understanding of health specialties concepts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Active learning design — develops interactive classroom activities, including think-pair-share, team-based learning, and role-play simulations, to reinforce health specialties content beyond lecture Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assessment innovation — designs performance-based and authentic assessment tasks, such as patient case analyses and clinical reflection papers, that evaluate higher-order competencies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum innovation — redesigns course sequences or program structures using evidence-based pedagogical frameworks such as flipped classroom, competency-based education, or problem-based learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research creativity — generates original research questions, experimental designs, or theoretical frameworks that advance knowledge in a health specialties field Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Simulation and technology integration — creates immersive learning experiences using clinical simulation, virtual patient software, or augmented reality tools to develop student competencies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Pedagogical model creation — invents and publishes original instructional frameworks or educational interventions that become adopted models in health specialties education nationally or internationally Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Translational creativity — bridges basic science research and clinical application by designing courses and experiential learning programs that creatively integrate discovery science with professional health training Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Professional literature engagement — reads current journals and attends departmental seminars to stay informed about developments in assigned health specialties content areas O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — incorporates student course evaluation feedback into revisions of instructional materials and delivery approach each semester Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Conference participation — attends and presents at professional conferences to expand disciplinary knowledge and expose personal scholarship to peer review O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Teaching skill development — pursues formal or informal faculty development opportunities in pedagogy, learning technology, or assessment design to strengthen instructional practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Iterative curriculum revision — systematically evaluates course outcomes data each term and implements targeted revisions to content, sequencing, or assessment in response to evidence of student learning gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scholarly persistence — maintains an active research agenda through periods of grant rejection, publication revision, and data collection challenges, modeling sustained effort for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Skill expansion — acquires competence in emerging instructional technologies, new health specialties subspecialty content, or interprofessional education methods to expand professional effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Growth modeling — explicitly narrates personal learning struggles and professional development journeys within the classroom to demonstrate that expertise in health specialties is built through sustained effort and iteration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentorship through challenge — structures graduate advisee experiences that deliberately introduce productive difficulty, peer critique, and iterative revision, building scholars who embrace intellectual growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Classroom attention management — maintains deliberate focus on student engagement signals during lectures and laboratory sessions, adjusting pacing when attention lapses are observed Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Preparation intentionality — approaches each course session with explicit planning for pacing, transitions, and anticipated student challenges rather than relying on improvisation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Emotionally regulated feedback delivery — provides critical grade feedback and academic performance conversations with measured tone, separating evaluative content from interpersonal tension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student emotional attunement — recognizes signs of student distress, test anxiety, or academic overwhelm during interactions and responds with calibrated, constructive support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. High-stakes environment regulation — maintains instructional composure and decisional clarity during accreditation reviews, departmental conflicts, or program crises affecting student academic progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Intentional discussion facilitation — moderates sensitive health specialties classroom discussions on topics such as mortality, disability, or health disparities with deliberate attention to emotional safety and pedagogical purpose Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Research focus discipline — sustains concentrated scholarly productivity through the competing demands of teaching loads, service obligations, and administrative responsibilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness pedagogy integration — embeds reflective practice, clinical mindfulness, and self-regulation skill development into health specialties curricula to prepare students for the emotional demands of health professions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional awareness — reads the emotional and political climate of departmental and institutional dynamics with precision, timing proposals, interventions, and advocacy efforts for maximum positive impact Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude9 statements
Emerging
  1. Instructional persistence — continues refining teaching approach across consecutive semesters despite initial student evaluations that identify areas of weakness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Research initiation resilience — pursues first grant submissions and manuscript submissions despite uncertainty about outcomes in competitive health specialties funding environments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Academic calendar endurance — sustains high-quality instruction, grading, and student support across the full intensity of the academic year, including peak periods of simultaneous course delivery and examination grading Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Rejection response — revises and resubmits grant proposals and journal manuscripts following reviewer criticism, maintaining scholarly momentum without withdrawal Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Accreditation pressure navigation — maintains instructional quality and program compliance standards during high-stakes accreditation cycles without reducing rigor or student support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Difficult student situation management — addresses academic dishonesty, student failure, or student mental health crises with sustained professionalism and follow-through despite personal and institutional discomfort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Sustained research output — produces consistent scholarly contributions over multi-year periods despite resource constraints, personnel changes, and competing institutional demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Transformational persistence — pursues long-term curricular reform, research programs, or institutional change initiatives over multi-year timelines, sustaining effort through political resistance, budget cycles, and leadership transitions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Crisis leadership resilience — leads a health specialties program or department through major disruptions such as accreditation probation, pandemic-driven instructional pivots, or public health emergencies with sustained decisiveness and faculty support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Related titles
A&P Instructor (Anatomy and Physiology Instructor) · Activity Therapy Teacher · Adjunct Clinical Instructor · Adjunct Instructor · Anatomy Teacher · Anesthesiology Teacher · Assistant Professor · Associate Professor · Childbirth Teacher · Chiropractic Teacher · Clinical Assistant Professor · Clinical Full Professor
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.