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English Language and Literature Teachers, Postsecondary

SOC 25-1123.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary English language and literature instruction from entry-level teaching through senior scholarly leadership in four-year college and research university environments.

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 undergraduate English composition or literature courses.
  2. Student attendance records and grade logs — maintain accurately using institutional learning management systems in a postsecondary classroom setting.
  3. Assigned course readings and primary texts — analyze and interpret using established critical frameworks when preparing for seminar instruction.
  4. Introductory writing or communication classes — teach foundational concepts under departmental supervision at a four-year college or university.
  5. Classroom discussions on literature or rhetoric — initiate and facilitate using structured prompts and guided questioning with undergraduate students.
  6. Student written assignments and short papers — evaluate and return with formative written feedback aligned to course rubrics and learning objectives.
  7. Undergraduate lectures on introductory topics such as poetry or narrative structure — prepare and deliver using standard pedagogical formats in a postsecondary setting.
  8. Office hours and supplemental tutoring sessions — conduct to assist students who need additional coursework support outside the formal classroom.
  9. Word processing and course management software — apply to create and distribute instructional materials within a university technology environment.
  10. Active listening and social perceptiveness skills — demonstrate when responding to diverse student questions and contributions during class discussions.
Developing
Mid-level / Established
  1. Writing-intensive courses at the undergraduate level — teach routinely with reduced oversight, adjusting pacing and content based on observed student progress.
  2. Student class work, papers, and multimodal assignments — evaluate and grade consistently using differentiated feedback strategies across varied genres and skill levels.
  3. Comprehensive course syllabi, reading schedules, and graded assignment sequences — prepare and refine each semester to align with departmental learning outcomes.
  4. Seminar and lecture discussions on topics such as translation, adaptation, and novel structure — facilitate with sustained intellectual engagement in graduate or upper-division settings.
  5. Institutional grade records and compliance documentation — maintain with accuracy and timeliness using database and calendar scheduling software per university policy.
  6. Existing course curricula and instructional methods — evaluate and revise periodically based on student performance data and evolving disciplinary scholarship.
  7. Graduate or advanced undergraduate lectures on canonical and contemporary literary topics — prepare and deliver with independent scholarly authority in a research university context.
  8. Individual student conferences and targeted academic coaching — conduct outside class to address writing development needs identified through formative assessment.
  9. Learning strategies and critical thinking frameworks — apply when designing assignments that require students to synthesize sources across English language and literature domains.
  10. Video creation, graphics software, and internet research tools — integrate into course delivery to support multimodal literacy instruction in a hybrid or in-person classroom.
Proficient
Senior / Expert IC
  1. Full-scope undergraduate and graduate writing and literature curricula — design, teach, and continuously improve autonomously across multiple course levels and formats.
  2. Complex student writing including thesis-length and seminar papers — assess with expert critical judgment, providing detailed evaluative feedback that advances disciplinary thinking.
  3. Non-routine pedagogical challenges such as student writing crises or contested textual interpretations — address independently by drawing on deep knowledge of English language, rhetoric, and literary theory.
  4. Graduate seminars on specialized topics such as philosophy of language, cultural theory, or media translation — prepare and deliver with full scholarly authority and adaptive discussion leadership.
  5. Curriculum review and course content revision cycles — lead at the program level, applying inductive and deductive reasoning to align offerings with institutional and disciplinary standards.
  6. Undergraduate and graduate record-keeping, assessment integrity, and grade appeals — manage with sound judgment and decision-making within institutional governance frameworks.
  7. Interdisciplinary course materials drawing on history, sociology, philosophy, and fine arts — develop and integrate to enrich students' critical and contextual understanding of literary texts.
  8. Mentoring relationships with students writing honors theses, capstone projects, or graduate dissertations — sustain with empathy and structured scholarly guidance across multi-semester engagements.
  9. Research-informed instructional methods including active learning and collaborative inquiry — implement and refine autonomously to address diverse learner needs in postsecondary English courses.
  10. Complex problem-solving in instructional design — apply when resolving alignment gaps between course outcomes, accreditation standards, and student competency development in English and communications.
Advanced
Lead / Principal / Executive
  1. Departmental or program-wide English and literature curriculum strategy — set direction and lead revision cycles that align faculty instruction with institutional mission and accreditation requirements.
  2. Emerging and junior faculty in postsecondary English instruction — mentor and develop through structured observation, feedback, and co-teaching partnerships across the department.
  3. Institutional assessment frameworks for writing and communication competencies — design and implement at organizational scale, shaping evaluation standards across multiple programs.
  4. Scholarly and pedagogical innovation in English, rhetoric, and media studies — drive by translating original research into transformative course designs and discipline-wide teaching practices.
  5. Cross-departmental or interdisciplinary curriculum initiatives — lead collaboratively, persuading stakeholders and coordinating faculty to integrate English language and literary inquiry across academic units.
  6. Graduate program admissions, advising structures, and degree requirements — shape through evidence-based policy recommendations made to deans and academic senates.
  7. Departmental service orientation and professional culture — model and reinforce through public scholarship, community engagement, and sustained commitment to student success at the institutional level.
  8. Strategic deployment of educational technology platforms and information retrieval tools — advocate for and oversee adoption across the department to advance equitable, high-quality instruction.
  9. Accreditation self-study narratives and academic program reviews for English and literature — author and present to regional and disciplinary bodies on behalf of the institution.
  10. Long-range intellectual vision for the discipline within the institution — articulate and champion in faculty governance, curriculum committees, and external professional associations.

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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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Source anchors that ground each statement

Related titles
Adjunct English Instructor · Adjunct Instructor · Adjunct Lecturer · Adjunct Professor · Adjunct Writing Instructor · Assistant Professor · Associate Professor · Children's Literature Professor · Classics Teacher · College Faculty Member · College Professor · Composition Instructor
RAPIDS apprenticeships
—
O*NET skills
Reading ComprehensionInstructingWritingSpeakingLearning StrategiesActive ListeningActive LearningCritical ThinkingMonitoringJudgment and Decision MakingComplex Problem SolvingService OrientationTime ManagementSocial PerceptivenessCoordinationPersuasionNegotiationManagement of Personnel Resources
Knowledge domains
English LanguageEducation and TrainingCommunications and MediaHistory and ArcheologyPhilosophy and TheologySociology and AnthropologyCustomer and Personal ServiceComputers and ElectronicsPsychologyAdministrativeFine Arts
Abilities
Written ComprehensionOral ExpressionOral ComprehensionWritten ExpressionSpeech ClarityInductive ReasoningDeductive ReasoningNear VisionSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilitySocial OrientationInnovationAchievement OrientationEmpathy
Technology
Document management softwareGraphics or photo imaging softwareVideo creation and editing softwareInternet browser softwareComputer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail software
Tasks · seed anchors for statements
  1. Teach writing or communication classes.
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Prepare course materials, such as syllabi, homework assignments, and handouts.
  4. Initiate, facilitate, and moderate classroom discussions.
  5. Maintain student attendance records, grades, and other required records.
  6. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
  7. Prepare and deliver lectures to undergraduate or graduate students on topics such as poetry, novel structure, and translation and adaptation.
  8. Assist students who need extra help with their coursework outside of class.
CIP education codes
13.130516.010423.010123.130123.130223.130323.130423.139923.140123.140223.140323.140423.140523.149923.999930.360130.470130.480130.520130.520230.5203

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.