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Career/Technical Education Teachers, Postsecondary

SOC 25-1194.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis framework covers postsecondary career and technical education instructors working in vocational schools and community colleges, spanning classroom instruction, lab supervision, curriculum development, student assessment, recordkeeping, and program leadership.

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. Student progress observations — conduct under direct supervisor guidance using structured checklists in a postsecondary CTE classroom.
  2. Visual instructional aids — select and display pre-prepared graphs, charts, and slides during introductory lectures with mentor oversight.
  3. Tool and equipment safety protocols — follow and enforce established procedures while monitoring students in a supervised lab environment.
  4. Written and oral assessments — administer instructor-provided tests to measure basic student progress in a vocational training setting.
  5. Individualized student support — provide guided one-on-one assistance to struggling students using prepared remedial materials in a classroom setting.
  6. Student records and attendance rolls — maintain accurate paper and digital records using standard templates in a postsecondary program office.
  7. Course content delivery — follow an existing curriculum and lesson plan to instruct entry-level students in a CTE program.
  8. Student training needs — identify basic gaps in knowledge or skill by reviewing assessment results under supervisor direction.
  9. Word processing and email software — use to draft basic instructional materials and communicate with students and colleagues in a school setting.
  10. Active listening skills — demonstrate during student-instructor interactions to correctly interpret questions and concerns in a classroom environment.
Developing
Mid-level / Established
  1. Student performance evaluation — observe and assess work samples against defined rubrics and provide constructive written feedback in a postsecondary CTE course.
  2. Lecture and discussion facilitation — conduct engaging sessions using varied visual aids including videotapes and digital slides with reduced supervisor oversight in a vocational classroom.
  3. Lab supervision and equipment monitoring — independently oversee student use of trade tools and technology to maintain safety and learning standards in a workshop setting.
  4. Multi-format assessments — design and administer written, oral, and performance-based tests to evaluate student competency in a CTE training program.
  5. Remedial and tutorial instruction — develop and deliver differentiated support sessions tailored to individual student learning gaps in a postsecondary environment.
  6. Program records and reporting — compile and maintain accurate student grades, attendance data, and training activity logs using database and scheduling software.
  7. Course content planning — contribute to curriculum updates and revise lesson plans to reflect current industry practices in a vocational education program.
  8. Training needs assessment — gather and interpret student performance data to determine instructional adjustments in a mid-level CTE classroom context.
  9. Computer-based training software — integrate into routine instruction to support blended learning delivery for students in a postsecondary technical program.
  10. Social perceptiveness — apply when reading classroom dynamics to adapt instructional pacing and tone in response to student engagement levels.
Proficient
Senior / Expert IC
  1. Comprehensive student evaluation — independently design assessment criteria, observe student work across multiple formats, and deliver targeted improvement feedback in a full-scope CTE program.
  2. Advanced instructional delivery — lead complex lectures and facilitate analytical discussions using multimedia tools and real-world technical scenarios in a postsecondary vocational setting.
  3. Integrated lab management — autonomously supervise student use of specialized equipment while proactively identifying and resolving safety or instructional issues in a technical workshop.
  4. Evaluation instrument development — construct and validate written, oral, and performance assessments aligned to occupational competency standards across an entire CTE course sequence.
  5. Individualized learning plans — design and implement customized remedial and enrichment instruction addressing a full range of learner needs in a postsecondary program.
  6. Institutional recordkeeping and compliance — manage comprehensive student records, generate required administrative reports, and ensure data accuracy using integrated college information systems.
  7. Curriculum development — independently plan, write, and revise full course curricula incorporating current industry standards and instructional best practices for a CTE program.
  8. Holistic training needs analysis — conduct systematic assessments of student and workforce skill gaps to inform instructional design decisions across a vocational program.
  9. Complex problem solving in instruction — diagnose recurring student performance challenges and implement evidence-based instructional interventions in a postsecondary CTE environment.
  10. Cross-disciplinary knowledge integration — apply understanding of engineering, mathematics, and technology domains to enrich technical instruction across multiple CTE subject areas.
Advanced
Lead / Principal / Executive
  1. Program-wide assessment strategy — lead the design and continuous improvement of evaluation systems that measure student outcomes against industry and accreditation benchmarks across a CTE department.
  2. Instructional leadership — mentor and coach junior and adjunct instructors in effective lecture delivery, discussion facilitation, and visual aid use throughout a postsecondary vocational institution.
  3. Departmental safety and equipment policy — establish and oversee institution-wide protocols for student use of tools and technology, ensuring compliance across all CTE labs and workshops.
  4. Competency framework alignment — direct the development of assessment instruments and grading standards that align program outcomes to state, national, or industry credentialing requirements.
  5. Equity-focused instructional model — lead institutional adoption of differentiated and inclusive teaching practices to improve outcomes for diverse learner populations across a CTE college.
  6. Institutional data governance — oversee department-level recordkeeping systems, reporting processes, and data integrity standards to support accreditation and administrative decision-making.
  7. Strategic curriculum architecture — direct multi-course and multi-program curriculum design initiatives, integrating workforce trends and employer input to ensure occupational relevance at scale.
  8. Workforce development partnerships — negotiate and coordinate with industry partners, advisory boards, and workforce agencies to align program training needs with regional labor market demands.
  9. Organizational change leadership — persuade stakeholders and lead faculty through adoption of new instructional technologies, pedagogical models, and program delivery methods across a postsecondary institution.
  10. Institutional professional development — design and lead faculty training initiatives that build instructional capacity, promote best practices, and sustain a culture of continuous improvement in a CTE division.

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 lesson material retrieval — uses an AI assistant to locate and summarize relevant instructional content, trade-specific standards, or industry updates, then reviews the output before incorporating it into course preparation Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Feedback draft generation — delegates initial written feedback on student assignments to an AI tool, then edits the output for accuracy, tone, and alignment with individual learner progress before delivery Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Assessment item creation — directs an AI assistant to draft quiz questions, rubrics, or performance checklists for technical competencies, retaining authority over alignment with program standards Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Differentiated instruction scaffolding — orchestrates AI-generated remedial explanations and supplemental practice tasks tailored to identified skill gaps, integrating outputs into personalized learning plans while preserving hands-on supervision responsibilities 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. Lecture resource production — commissions AI tools to generate slide outlines, visual aid descriptions, and discussion prompts for technical topics, then validates technical accuracy against industry documentation before classroom use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Student progress synthesis — uses AI to aggregate and summarize formative assessment data across a cohort, then applies professional judgment to interpret patterns and plan instructional adjustments Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Advanced
  1. Curriculum redesign coordination — leads a structured AI-assisted workflow to audit existing CTE curriculum against current industry competency frameworks, directing iterative AI drafts while authoring all final learning objectives and sequencing decisions 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..
  2. AI-literacy modeling for students — explicitly demonstrates responsible AI tool use within the technical discipline—showing how to prompt, verify, and critically evaluate AI outputs—embedding this as a transferable workplace readiness skill in course delivery 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..
  3. Program effectiveness evaluation — commissions AI-driven analysis of longitudinal assessment and placement outcome data, then synthesizes findings into evidence-based recommendations for advisory boards and program improvement plans Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Evidence pack
AEI usage
Task observations: 3010
Augment share: 95%
Time saved: 82%
AI autonomy: 3.17
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). 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. Student feedback delivery — communicates basic observations about student performance using straightforward, accessible language in classroom or lab 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.
  2. Course content explanation — presents foundational technical concepts verbally using simple analogies and visual aids such as charts or diagrams during introductory instruction O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening practice — attends to student questions and responds with clarifying restatements during hands-on lab sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Lecture facilitation — delivers structured presentations on career and technical subject matter using visual aids, including slides and videotapes, to increase student comprehension O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback articulation — provides written and verbal suggestions for improvement on student performance assessments with specific reference to skill criteria 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. Discussion leadership — guides classroom dialogue on technical topics by posing open-ended questions and summarizing student contributions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Multi-modal instruction — delivers technical content across lecture, demonstration, and discussion formats calibrated to diverse learner backgrounds and comprehension levels in postsecondary CTE classrooms 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. Individualized communication — adapts explanations and remedial guidance to individual students during tutorial sessions, adjusting vocabulary and pacing to match assessed skill gaps O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Record and report writing — composes accurate student progress reports, attendance rolls, and training activity documentation using professional written standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-audience technical communication — presents complex occupational content to students, industry partners, and administrators, translating technical terminology appropriately for each audience 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-aligned communication design — architects instructional communication plans that align verbal, written, and visual delivery methods to measurable learning outcomes across an entire program sequence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentored feedback culture — models and coaches other instructors in delivering constructive, evidence-based performance feedback that motivates continued student growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership10 statements
Emerging
  1. Classroom direction — establishes basic expectations for student conduct and safe tool use at the start of lab and classroom sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Initiative in instruction — identifies when students are disengaged and takes proactive steps to redirect focus toward learning tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Lab supervision — monitors and directs students' use of equipment and tools, intervening when safety or quality standards are not met O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student development orientation — identifies training needs of individual students and adjusts instructional priorities to support their progress toward career-ready competencies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Program leadership — takes ownership of course effectiveness by continuously evaluating curriculum, instruction methods, and student outcomes and initiating improvements 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. Peer modeling — demonstrates professional and technical standards during instruction, setting the behavioral and skill benchmark students are expected to meet Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship facilitation — provides structured mentoring to students navigating career pathway decisions, connecting academic preparation to industry expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Departmental influence — leads curriculum development initiatives across a CTE program, aligning coursework with industry credentialing requirements and workforce trends 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. Instructor leadership — takes responsibility for onboarding or guiding less experienced CTE instructors in pedagogical and technical best practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Institutional advocacy — champions student needs and program resources in administrative and advisory board settings, building support for CTE program expansion Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Teaching self-reflection — identifies moments in a lesson where student confusion signals a need to revise explanation strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning gap awareness — recognizes personal limits in pedagogical technique and seeks resources or professional development to address them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional planning review — evaluates lesson outcomes after delivery and adjusts subsequent course content or pacing based on observed student performance 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 calibration — reflects on whether administered tests accurately measured intended competencies and revises evaluation instruments 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.
Applying
  1. Ongoing instructional monitoring — systematically tracks the effectiveness of teaching strategies across a course term, using student progress data and feedback to inform mid-course corrections 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 learning strategy — selects targeted professional development activities based on accurate self-assessment of technical knowledge currency and pedagogical skill Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling — explicitly teaches students how to monitor their own learning progress, plan study strategies, and self-assess skill development within career and technical contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Program-level reflective practice — leads structured reflection processes across a CTE department, using aggregated outcome data to surface systemic instructional patterns and drive improvement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking9 statements
Emerging
  1. Student work analysis — reviews student assignments and lab outputs to identify errors and distinguish surface-level mistakes from deeper conceptual misunderstandings 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. Assumption identification — questions whether a chosen instructional method is appropriate for the current student population before delivery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Training needs assessment — evaluates student or worker skill profiles to determine specific gaps and prioritizes instructional content accordingly O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Evidence-based feedback — formulates improvement suggestions grounded in observable performance data rather than subjective impressions during evaluations 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 relevance evaluation — analyzes industry standards, labor market signals, and student outcome data to determine whether existing course content remains valid and sufficient 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 effectiveness judgment — critically evaluates whether oral, written, and performance tests accurately and fairly measure student competency against training objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Instructional problem-solving — diagnoses why a cohort is underperforming on a specific technical competency and selects evidence-based remediation strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic curriculum critique — applies rigorous analytical frameworks to evaluate entire CTE program structures, identifying misalignments between instructional design and workforce preparation outcomes 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 integration — synthesizes findings from vocational education research and industry reports to challenge conventional instructional assumptions and propose evidence-grounded program innovations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration8 statements
Emerging
  1. Collegial resource sharing — shares instructional materials and lesson ideas with fellow CTE instructors in department meetings or informal exchanges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student group facilitation — supports small group activities in lab settings by distributing tasks and encouraging equitable participation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Industry partner coordination — works with local employers or advisory committee members to align course competencies with current workplace expectations 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. Cross-disciplinary alignment — coordinates with general education faculty to integrate foundational academic skills into technical coursework Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Curriculum co-development — collaborates with colleagues and industry advisors to design, review, and update course content and instructional methods that meet credentialing and accreditation standards 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. Student support teaming — works alongside academic advisors, counselors, and support staff to develop intervention plans for students at risk of not completing their technical program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Consortium-level collaboration — leads partnerships across institutions, workforce boards, and employers to develop stackable credentials and articulation agreements that expand student career pathways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Collaborative professional learning — facilitates peer observation and collaborative inquiry cycles among CTE faculty, building a culture of shared instructional improvement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character9 statements
Emerging
  1. Professional conduct modeling — demonstrates punctuality, preparation, and respectful interaction as a baseline standard visible to all students during class and lab time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Grading integrity — applies assessment criteria consistently across students without favoritism when evaluating performance tests or assignments 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. Accountability in recordkeeping — maintains accurate and timely student grades, attendance rolls, and training activity records with transparency and attention to institutional standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethical instructional practice — discloses limitations in personal technical knowledge and directs students to authoritative resources rather than presenting uncertain information as fact Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Student equity commitment — provides individualized and remedial instruction without stigma, treating all students as capable of reaching competency with appropriate support O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional boundary maintenance — manages instructor-student relationships with consistent ethical boundaries that support student growth while upholding institutional conduct standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Transparent evaluation — communicates assessment criteria to students before evaluations and provides honest, complete feedback even when results are difficult to deliver 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. Ethical program stewardship — upholds and advocates for ethical standards in curriculum design, grading policy, and student treatment across the CTE department Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional ethics leadership — models and articulates the professional and ethical expectations of the occupational field being taught, preparing students for workplace integrity demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity8 statements
Emerging
  1. Instructional variety introduction — incorporates a new visual aid format or hands-on demonstration into a lesson to increase student engagement with technical 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.
  2. Problem scenario design — creates basic real-world task scenarios for students to practice technical skills in a contextualized and meaningful way Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Curriculum adaptation — modifies existing course content and sequences to address emerging industry tools or techniques not covered in standard program 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.
  2. Engagement strategy experimentation — tests alternative discussion formats, group exercises, or simulation activities to find more effective pathways to technical comprehension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Original curriculum design — develops new units, projects, or course modules that creatively integrate technical skill development with authentic workplace 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. Differentiated instruction innovation — designs creative instructional pathways that reach students with varying learning styles, work experience levels, and language backgrounds in a single CTE course Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program innovation leadership — conceptualizes and pilots new CTE program formats, delivery models, or industry partnership structures that expand access or accelerate student credential attainment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-disciplinary creative integration — designs learning experiences that blend technical training with entrepreneurship, design thinking, or project-based inquiry to produce graduates with broader workplace capabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset8 statements
Emerging
  1. Constructive feedback reception — accepts instructional coaching or peer observation feedback without defensiveness and attempts at least one suggested change in subsequent lessons Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Challenge engagement — volunteers to teach an unfamiliar technical elective or adopt a new delivery format despite initial uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Pedagogical skill building — pursues professional development in instructional techniques, actively applying new learning strategies to current CTE courses 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. Student persistence modeling — responds to student setbacks with encouragement and concrete next steps, framing skill development as an iterative process rather than a fixed outcome Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Continuous curriculum updating — consistently revises course content to reflect changes in industry tools, regulations, and practices, treating curriculum as a living document rather than a static artifact 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. Reflective iteration — uses student performance data and course evaluation feedback to drive meaningful changes to instructional approach each term 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 culture cultivation — builds a department-wide norm of continuous improvement by celebrating instructor experimentation, sharing lessons from instructional failures, and recognizing pedagogical growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student growth mindset instruction — explicitly teaches CTE students to interpret workplace errors as learning data and to seek feedback from supervisors as a professional development strategy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness8 statements
Emerging
  1. Classroom presence — maintains focused attention on student activity during lab sessions rather than managing administrative tasks while learners work with tools and equipment 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. Reactive awareness — notices rising frustration in student interactions and pauses before responding in order to choose a supportive rather than dismissive reply Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Attentive observation — systematically scans the classroom or lab environment to monitor individual student progress and safety without losing awareness of the full group 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. Emotional regulation in instruction — manages personal stress during high-demand periods such as evaluation weeks without allowing it to reduce the quality or patience of student interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Intentional pacing — structures lesson delivery with deliberate transitions and pauses that allow students to process technical information before moving to the next concept Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student cue responsiveness — reads verbal and nonverbal signals from students during instruction and adjusts tone, pace, or approach in real time to maintain engagement and comprehension 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. Mindful program leadership — approaches curriculum planning and policy decisions with reflective deliberation, resisting reactive changes and grounding program evolution in careful analysis of student and industry data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mindfulness practice modeling — teaches students in high-stakes technical fields strategies for maintaining focus, managing performance anxiety, and working safely under pressure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude8 statements
Emerging
  1. Instructional persistence — continues refining a lesson approach for a difficult technical concept after initial student confusion rather than abandoning the topic prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Challenge tolerance — remains engaged and composed when managing a classroom with widely varying skill levels and multiple competing instructional needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Remediation commitment — sustains individualized and tutorial instruction for persistently struggling students without withdrawing effort or reducing expectations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab. Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Uncertainty navigation — moves forward with curriculum planning when industry standards or program requirements are in flux, making reasoned decisions with incomplete information Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Program adversity management — maintains instructional quality and student support during resource constraints, scheduling disruptions, or institutional change without allowing external pressures to reduce teaching effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student advocacy persistence — continues pursuing accommodations, resources, or institutional exceptions on behalf of students facing barriers even when initial requests are denied Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic change endurance — sustains multiyear efforts to reform CTE program structures, credentialing pathways, or industry partnerships despite bureaucratic resistance and slow institutional progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Resilience leadership — openly shares accounts of professional setbacks and recovery with faculty and students, normalizing difficulty as part of professional growth in technical fields 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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O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Accounting Teacher · Adjunct Instructor · Adult Education Instructor · Adult Education Teacher · After School Instructor · Apparel Machinery Instructor · Apparel Manufacture Instructor · Architectural Drafting Instructor · Assistant Professor · Associate Professor · Auto Body Repair Teacher · Auto Mechanics Teacher
RAPIDS apprenticeships
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O*NET skills
InstructingLearning StrategiesActive ListeningSpeakingActive LearningReading ComprehensionCritical ThinkingWritingMonitoringComplex Problem SolvingJudgment and Decision MakingSocial PerceptivenessCoordinationPersuasionNegotiationService OrientationTime Management
Knowledge domains
Education and TrainingEnglish LanguageMechanicalCustomer and Personal ServiceMathematicsAdministrativeEngineering and TechnologyComputers and ElectronicsAdministration and ManagementPublic Safety and SecurityDesignChemistryPersonnel and Human ResourcesPhysics
Abilities
Oral ComprehensionOral ExpressionWritten ComprehensionWritten ExpressionProblem SensitivitySpeech ClaritySpeech RecognitionDeductive ReasoningInformation OrderingInductive Reasoning
Work styles
DependabilityCooperationSocial OrientationEmpathyAchievement OrientationAttention to Detail
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareDesktop communications softwareElectronic mail softwareProject management softwareInstant messaging softwareOptical character reader OCR or scanning software
Tasks · seed anchors for statements
  1. Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.
  2. Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.
  3. Supervise and monitor students' use of tools and equipment.
  4. Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.
  5. Provide individualized instruction and tutorial or remedial instruction.
  6. Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details.
  7. Develop curricula and plan course content and methods of instruction.
  8. Determine training needs of students or workers.
CIP education codes
01.020701.050401.050911.080111.080211.080313.130113.130313.130913.131013.131913.132013.132743.020249.0205

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.