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Postsecondary Teachers, All Other

SOC 25-1199.00Job Zone —v.26.05

Context coveredThis framework covers postsecondary instructional practice across lecture delivery, course design, student assessment, discussion facilitation, and faculty leadership in vocational, community college, and undergraduate institutional settings.

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 handouts — draft under instructor guidance using word processing software in a postsecondary classroom setting.
  2. Assigned readings and instructional materials — review and summarize to support lesson preparation in an entry-level teaching role.
  3. Lecture content on introductory subject matter — deliver with direct supervisor feedback in an undergraduate classroom environment.
  4. Student assignments and short written responses — evaluate using provided rubrics under faculty mentorship at a vocational or community college.
  5. Basic classroom discussions — facilitate by posing prepared questions to small groups of undergraduate students.
  6. Electronic mail software — use to communicate course expectations and respond to student inquiries under departmental guidelines.
  7. Homework assignments and practice problems — assemble from existing resources following department templates for an introductory course.
  8. Attendance records and grade entries — maintain accurately in institutional spreadsheet or office suite software under administrative oversight.
  9. Student questions during lectures — address by referencing prepared notes and course materials in a structured classroom setting.
  10. Instructional feedback from supervising faculty — receive, interpret, and apply to improve lesson delivery in a collegiate environment.
Developing
Mid-level / Established
  1. Lecture series on core discipline topics — design and deliver with minimal oversight to undergraduate cohorts in a postsecondary institution.
  2. Student class work, papers, and projects — evaluate and grade consistently using self-developed rubrics aligned to course learning objectives.
  3. Classroom discussions on course themes — initiate and moderate to encourage student participation and critical dialogue in a college setting.
  4. Course syllabi and semester schedules — prepare independently, incorporating institutional policies and learning outcomes for assigned sections.
  5. Analytical or scientific software — incorporate into lessons to model discipline-specific problem-solving for undergraduate students.
  6. Varied instructional strategies — select and apply based on student learning needs and class dynamics in a community college classroom.
  7. Written feedback on student assignments — compose clearly and constructively to guide improvement across a full course section.
  8. Web-based learning platforms — configure and maintain to post course materials and facilitate online student engagement.
  9. Student comprehension and engagement — monitor through active listening and questioning during lectures to adjust pacing in real time.
  10. Department grading and attendance records — compile and report accurately using spreadsheet software within established institutional timelines.
Proficient
Senior / Expert IC
  1. Multi-unit course curriculum — develop autonomously from learning objectives through assessment design for undergraduate or graduate students.
  2. Complex student work including research papers and applied projects — evaluate with nuanced, standards-based feedback in a postsecondary context.
  3. High-level Socratic and problem-based classroom discussions — facilitate across diverse student populations to deepen critical thinking skills.
  4. Non-routine instructional challenges such as disengaged cohorts or content gaps — address by adapting teaching methods mid-course without supervisory input.
  5. Discipline-specific analytical software and digital tools — integrate strategically into course delivery to build students' applied technical competencies.
  6. Reading comprehension and written expression across multiple course modalities — model and explicitly teach as transferable academic skills in the classroom.
  7. Cross-course or cross-section learning outcomes — align and assess to ensure program-level coherence in a postsecondary instructional setting.
  8. Student academic performance trends — analyze using grade data and institutional reporting tools to inform instructional adjustments each term.
  9. Guest lectures, field-relevant case studies, and real-world problem sets — curate and present to connect course content to professional practice.
  10. Collegial peer review requests — conduct for department colleagues by observing instruction and providing evidence-based formative feedback.
Advanced
Lead / Principal / Executive
  1. Departmental or program-wide curriculum frameworks — design and champion to ensure instructional quality and credential relevance across all course offerings.
  2. Institutional teaching standards and grading policies — establish and communicate to shape consistent academic practice across a faculty team.
  3. Faculty professional development initiatives — lead by modeling exemplary lecture design, discussion facilitation, and assessment practice for newer instructors.
  4. Strategic adoption of emerging educational technologies — direct at the program level to modernize course delivery and improve student outcomes.
  5. Program learning outcomes and accreditation evidence — oversee compilation and reporting to satisfy external quality review requirements.
  6. Interdisciplinary curriculum partnerships — negotiate and develop with other department leads to broaden student learning opportunities institution-wide.
  7. Institutional academic integrity and grading equity policies — advocate for and implement by engaging faculty, administration, and student governance bodies.
  8. Grant or institutional funding proposals for instructional innovation — author and present to secure resources that advance program teaching capacity.
  9. Scholarly or applied research on effective postsecondary pedagogy — conduct and disseminate to influence teaching practice beyond the home institution.
  10. Mentorship structures for adjunct and early-career faculty — create and sustain to build long-term departmental instructional capability and cohesion.

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 handout outlines, then manually revises each output to align with course objectives and institutional standards Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Grading workflow acceleration — delegates routine rubric-based scoring of written assignments to an AI tool, then spot-checks and overrides AI judgments before returning feedback to students 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 content enrichment — directs an AI assistant to surface examples, analogies, and current applications for lecture topics, retaining full authorship of the pedagogical sequence and discussion flow WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Discussion facilitation preparation — instructs an AI tool to anticipate likely student misconceptions and generate Socratic follow-up questions, then integrates selected prompts into live classroom moderation 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. Personalized feedback generation — uses an AI system to produce tailored written comments on student papers at scale, reviewing each comment for accuracy and tone before delivery, capturing substantial time savings across the grading cycle Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Learning strategy alignment — applies AI-generated diagnostic summaries of student performance patterns to adjust instructional pacing and differentiate assignments for diverse learner needs WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Advanced
  1. Autonomous task delegation with oversight — assigns high-volume, well-specified instructional tasks such as quiz generation, reading-list curation, and rubric drafting to AI agents operating with measured autonomy, while retaining decision authority over all assessments that affect student standing 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. Curriculum-level AI orchestration — coordinates multiple AI tools across the full course lifecycle — from syllabus design through final grade synthesis — evaluating each tool's output against disciplinary standards and human-centered pedagogical goals rooted in Human-Technology Interaction competencies 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..
Evidence pack
AEI usage
Task observations: 3264
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.91
SAFI positioning
Top skill: Speaking
Score: 48.5 / 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. Lecture delivery foundation — presents prepared subject-matter content to undergraduate students using basic verbal explanations and structured notes 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. Syllabus communication — distributes course materials including syllabi and assignment handouts with clear written instructions for student expectations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Classroom discussion entry — poses basic open-ended questions to initiate student participation during scheduled class sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Adaptive lecture delivery — adjusts explanations of complex disciplinary concepts based on visible student comprehension signals during live 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. Written feedback articulation — provides written evaluative comments on student assignments and papers that identify specific strengths and areas for improvement O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Discussion facilitation — moderates classroom dialogue by redirecting off-topic contributions and drawing quieter students into disciplinary discourse O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-modal instructional communication — conveys discipline-specific content through coordinated use of lecture, written handouts, digital slides, and Socratic questioning across diverse undergraduate and graduate audiences 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 writing communication — drafts and revises academic papers, course proposals, and assessment rubrics with precision appropriate to peer and institutional audiences 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. Active listening in advising — identifies student conceptual misunderstandings during office hours through targeted follow-up questioning and reflective paraphrasing 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-level instructional voice — tailors communication register and complexity seamlessly when moving between introductory undergraduates, advanced graduate seminars, and professional or community audiences in the same discipline 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. Mentored communication development — coaches graduate teaching assistants and junior instructors on effective lecture delivery, discussion moderation, and written feedback practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Scholarly publication leadership — produces peer-reviewed disciplinary writing that advances field knowledge and models rigorous academic communication for students and colleagues O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership10 statements
Emerging
  1. Classroom authority establishment — sets behavioral and academic expectations for students at the start of a course through clearly stated policies in the syllabus 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. Assignment design initiation — drafts homework assignments and assessment tasks that direct student effort toward stated learning objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Course ownership — takes full responsibility for planning, sequencing, and delivering an assigned course from orientation through final assessment without ongoing supervision 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 motivation — identifies and responds to disengaged students by adjusting pedagogical approach or offering targeted encouragement during class and office hours 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 stewardship — leads the design or revision of course syllabi, learning outcomes, and assessment strategies aligned with departmental 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. Instructional initiative — proposes and pilots new pedagogical methods or course formats based on evidence of student learning gaps without being prompted by administration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Peer collaboration leadership — coordinates with departmental colleagues to align multi-section course content, grading standards, and scheduling logistics Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program-level educational leadership — chairs or leads curriculum committees, program reviews, or accreditation self-studies that shape departmental instructional direction 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. Faculty mentorship — guides early-career instructors and graduate teaching fellows through observation, feedback cycles, and professional development planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student scholarly development — sponsors and directs independent study, thesis, or capstone projects that advance individual students toward discipline-specific mastery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition10 statements
Emerging
  1. Teaching self-assessment — reflects on individual lecture sessions by identifying moments of student confusion and noting adjustments to try in subsequent class meetings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes when a chosen instructional method is not producing intended student outcomes and seeks alternative approaches 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. Course-level reflection — reviews student performance data across assessments to evaluate whether instructional sequencing is producing cumulative learning gains 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. Personal knowledge boundary recognition — identifies disciplinary topics requiring additional preparation before confident classroom delivery and plans targeted self-study Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional planning metacognition — explicitly maps cognitive demands of course content to appropriate pedagogical strategies during course design, anticipating common student misconceptions 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. Feedback integration — systematically incorporates student course evaluations and peer observation feedback into revised teaching practice each semester Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Disciplinary learning monitoring — tracks own scholarly reading and professional development to maintain current expertise in rapidly evolving subject-matter areas 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 — produces a coherent, evidence-grounded teaching philosophy that demonstrates sophisticated self-awareness of pedagogical assumptions, growth, and disciplinary context Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Metacognitive modeling — explicitly teaches students how to monitor their own comprehension, regulate study strategies, and evaluate their learning progress within the discipline 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. Reflective scholarship integration — connects insights from personal teaching practice to broader scholarship of teaching and learning, contributing findings to disciplinary or pedagogical literature Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking10 statements
Emerging
  1. Assessment design basics — constructs assignments and exam questions that require students to apply, rather than merely recall, discipline-specific information 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. Source evaluation — selects course readings and instructional materials by assessing credibility, currency, and relevance to stated learning objectives 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. Student work analysis — evaluates student papers and assignments by identifying logical gaps, unsupported claims, and disciplinary reasoning errors in written feedback 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. Instructional problem diagnosis — analyzes patterns of student error across a cohort to determine whether deficits originate in prior knowledge, instructional design, or assessment clarity 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. Evidence-based curriculum decisions — justifies course content selection, pedagogical choices, and grading standards using empirical evidence from educational research and student outcome 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. Discussion facilitation through critical inquiry — designs and moderates classroom discussions that require students to evaluate competing disciplinary arguments and defend positions with evidence 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. Assumption identification in instruction — surfaces and examines unstated assumptions embedded in disciplinary texts and methodologies when presenting content to graduate-level audiences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Discipline-level critical analysis — produces original scholarly analysis that challenges prevailing interpretations or methodologies within the academic field, advancing peer discourse 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. Critical thinking curriculum integration — embeds explicit instruction in evaluating evidence, identifying bias, and constructing reasoned arguments as transferable outcomes across the full course sequence 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 policy critique — applies systematic evidence evaluation to assess departmental or institutional educational policies and advocates for data-grounded reforms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration10 statements
Emerging
  1. Departmental participation — attends faculty meetings, responds to departmental communications, and completes shared administrative responsibilities on schedule Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student group support — provides guidance to student collaborative projects by clarifying expectations, resolving role conflicts, and monitoring group progress 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. Co-instruction coordination — aligns content, pacing, and grading norms with colleagues teaching parallel sections of the same course to ensure equitable student experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Interdisciplinary outreach — incorporates perspectives from adjacent disciplines into course content through collaboration with faculty colleagues from other departments 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 committee contribution — participates substantively in collaborative course and program review processes, integrating diverse faculty perspectives into consensus outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Research collaboration — co-investigates disciplinary questions with faculty or graduate student partners, negotiating shared methodologies, timelines, and authorship responsibilities 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. Community partnership engagement — collaborates with external organizations, practitioners, or community partners to bring applied disciplinary experience into course content O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-institutional collaborative leadership — leads multi-institution research or curriculum development projects, coordinating diverse academic stakeholders toward shared scholarly or pedagogical goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Graduate cohort community building — deliberately cultivates intellectual community among graduate students through structured peer collaboration, mentorship networks, and shared scholarly norms 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. Scholarly collaboration mentorship — models and teaches graduate students and junior faculty effective research collaboration practices, including conflict navigation and equitable credit allocation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character10 statements
Emerging
  1. Academic integrity enforcement — applies institutional policies on plagiarism and cheating consistently and transparently across all student interactions and 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.
  2. Professional reliability — meets all scheduled class sessions, returns graded materials within stated timelines, and responds to student communications within communicated windows Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Equitable grading accountability — applies rubric criteria consistently across student submissions regardless of student identity, prior relationship, or personal bias 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. Transparent conflict disclosure — proactively identifies and reports potential conflicts of interest in student evaluation, research collaboration, or institutional service roles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical instructional modeling — explicitly addresses questions of research ethics, intellectual honesty, and professional responsibility within disciplinary course 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. Inclusive professionalism — creates a classroom environment where all students receive equitable access to participation, feedback, and academic support regardless of background 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. Accountability in error — acknowledges and corrects grading errors, factual inaccuracies in lectures, or procedural mistakes openly and promptly without deflection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership in the field — contributes to disciplinary professional standards, research ethics guidelines, or institutional academic integrity policy as a recognized authority Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Character-driven mentorship — guides graduate students and junior colleagues through ethically complex professional situations, modeling principled decision-making under institutional pressure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Advocacy for academic values — publicly defends intellectual freedom, evidence-based inquiry, and equitable educational access within institutional governance and community contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity10 statements
Emerging
  1. Instructional material variation — supplements standard textbook content with original examples, case studies, or analogies that connect disciplinary concepts to student experience 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. Assignment innovation — designs at least one non-traditional assessment format per course that allows students to demonstrate learning through creative disciplinary application Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Novel pedagogy experimentation — pilots alternative instructional formats such as flipped classroom, problem-based learning, or simulation exercises and evaluates their 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.
  2. Original course design — constructs a new course around a disciplinary question or emerging topic not previously offered, selecting and sequencing content to build original intellectual coherence 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. Creative disciplinary problem framing — designs course discussions and assignments around genuinely open disciplinary questions that have no single correct answer, rewarding original student thinking 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. Innovative assessment design — creates assessment tasks that require students to produce original disciplinary artifacts such as research proposals, policy briefs, creative works, or applied projects 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. Scholarly creativity — generates original research questions, theoretical frameworks, or methodological approaches that contribute novel perspectives to the discipline Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Pedagogical innovation leadership — develops and publishes or presents innovative instructional models that are adopted by colleagues within or beyond the institution Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Discipline-advancing creative scholarship — produces creative or theoretical work that reframes significant questions in the field and opens new areas of inquiry for other researchers 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. Creative curriculum architecture — redesigns a full program sequence around an integrative, original conceptual framework that distinguishes the institution's educational offering Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset10 statements
Emerging
  1. Student feedback receptivity — reads and considers student course evaluation comments as actionable input rather than dismissing critical feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Disciplinary updating — identifies gaps in current subject-matter knowledge and pursues targeted reading or professional development to address them before the next course delivery 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. Pedagogical persistence — continues refining a new instructional approach across multiple iterations rather than reverting to familiar methods after initial student resistance 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. Failure normalization in teaching — explicitly frames intellectual struggle and revision as normal parts of disciplinary learning when responding to student frustration with difficult material Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Iterative course improvement — systematically revises course design, content, and assessment strategies each semester based on student outcome data and peer feedback 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 development pursuit — actively engages in disciplinary conferences, workshops, and scholarly reading to sustain growth at the frontier of the field 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. Stretch assignment acceptance — accepts teaching assignments in adjacent or unfamiliar disciplinary areas as opportunities to expand expertise rather than declining due to discomfort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth modeling for students — explicitly teaches students how to interpret their own learning struggles, setbacks, and errors as developmental data within the discipline 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. Institutional learning advocacy — champions evidence-based teaching innovation within the department by encouraging colleagues to experiment, share results, and learn from unsuccessful approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Career-long scholarly development — maintains an active, evolving research agenda that demonstrates sustained intellectual growth across decades of disciplinary engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness10 statements
Emerging
  1. Classroom presence — maintains focused attention on student engagement signals during lectures rather than reading from notes without observing audience response Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional regulation in grading — manages personal frustration when evaluating poorly executed student work and maintains objective, constructive written feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Discussion attention management — monitors multiple simultaneous student contributions during classroom discussion and redirects group attention without reactive or dismissive responses 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. Intentional pacing — notices when lecture delivery is outrunning student comprehension and deliberately pauses to check understanding before proceeding 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. Regulated response to academic challenge — addresses student grade disputes, academic dishonesty allegations, or classroom conflict with deliberate, non-reactive professionalism Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mindful advising presence — gives full, undivided attention during student office hours, suppressing task-switching to ensure students experience genuine engagement with their concerns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Stress-aware workload management — recognizes personal cognitive overload during peak grading or research periods and implements deliberate attention and energy management strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Contemplative pedagogy integration — incorporates mindfulness-based learning practices such as reflective writing, structured pause, or metacognitive journaling into course design to support student attention and learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional equanimity leadership — models composed, values-grounded decision-making during periods of departmental conflict, budget uncertainty, or curricular disruption Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mindful mentorship — attunes sensitively to graduate student and junior colleague emotional states during high-stakes professional transitions and responds with intentional developmental support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude10 statements
Emerging
  1. Instructional persistence — continues delivering course content effectively when facing student disengagement, technical failures, or unexpected classroom disruptions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Academic rejection tolerance — continues submitting research for publication or grant funding after receiving peer rejection without abandoning scholarly goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Difficult student management — addresses persistent disruptive behavior, academic dishonesty, or student distress through appropriate channels without avoidance or escalation 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 adversity navigation — maintains instructional quality and student support when facing course cancellations, enrollment surges, or abrupt administrative changes to course assignments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained research commitment — maintains an active scholarly agenda across semesters of heavy teaching loads, service obligations, and 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.
  2. Controversy navigation — teaches intellectually contested or culturally sensitive disciplinary content with consistent intellectual courage despite potential student or administrative pushback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Long-form project endurance — guides graduate students through multi-year thesis or dissertation processes, providing consistent support through extended periods of student discouragement or stagnation 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. Institutional advocacy courage — challenges departmental or institutional policies that compromise educational quality or equity, sustaining advocacy through resistance and slow institutional change Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Scholarly resilience modeling — shares personal experiences of professional setback, rejection, and revision with students and junior colleagues as demonstrations of disciplinary perseverance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Field-level fortitude — pursues unpopular or underfunded research directions with sustained commitment when evidence and intellectual integrity demand it, despite professional risk 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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Source anchors that ground each statement

Related titles
Adjunct Instructor · Assistant Professor · Associate Professor · Braille Teacher · City Planning Teacher · College Instructor · College Teacher · Computer Technology Instructor · Faculty Member · Flight Simulation Instructor · Flight Simulator Teacher · Flight Teacher
RAPIDS apprenticeships
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O*NET skills
SpeakingReading ComprehensionInstructingActive ListeningLearning StrategiesWritingCritical ThinkingActive Learning
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceMathematicsPsychologyAdministrativeAdministration and Management
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionDeductive Reasoning
Work styles
DependabilityCooperationSocial OrientationIntellectual CuriosityIntegrityAttention to Detail
Technology
Word processing softwareWeb platform development softwareAnalytical or scientific softwareSpreadsheet softwareOffice suite softwareElectronic mail software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, pri
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
CIP education codes
12.050913.121115.150316.160223.130123.130223.130323.130424.010124.010224.010330.010130.050130.060130.120130.129930.140130.150130.180130.250130.250230.259930.260130.290130.300130.320130.330130.340130.520130.520230.520330.530130.700130.709930.710130.710330.719940.109940.999943.030450.041151.270651.320451.3299

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.