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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.

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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.
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Show O*NET source anchors38 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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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
—
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.