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Middle School Teachers, Except Special and Career/Technical Education

SOC 25-2022.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers classroom instruction, assessment, behavior management, and curriculum leadership for middle school teachers working in grades 6–8 across core academic subject areas.

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. Classroom materials and physical environment — prepare and arrange under mentor guidance prior to scheduled middle school lessons.
  2. Student behavior and daily routines — observe and document under supervision to identify patterns requiring teacher attention.
  3. Core subject content — deliver introductory lectures and guided discussions with cooperating teacher support in a middle school classroom.
  4. Formative assessments and short assignments — administer and grade using provided rubrics to track early evidence of student progress.
  5. Classroom rules and behavioral expectations — apply established procedures with direction from a supervising teacher to maintain order.
  6. Lesson objectives — communicate clearly to students at the start of each instructional activity using written and verbal prompts.
  7. Nightly homework assignments — assign from approved curriculum materials and provide structured corrections with teacher oversight.
  8. Struggling learners — identify through classroom observation and refer to appropriate support resources under supervisor guidance.
  9. Word processing and email software — use to draft lesson plans, correspondence, and instructional materials in a school setting.
  10. Active listening skills — demonstrate during student interactions and instructional team meetings to build foundational classroom rapport.
Developing
Mid-level / Established
  1. Classroom setup and instructional materials — prepare independently across multiple subject units to support varied learning activities.
  2. Student academic performance, behavior, and social development — observe and evaluate routinely using structured observation tools and grade-book software.
  3. Multi-modal instruction — deliver lectures, Socratic discussions, and live demonstrations across assigned subjects with reduced supervisor oversight.
  4. Unit tests, quizzes, and project rubrics — design, administer, and grade to measure student progress against established curriculum standards.
  5. Behavioral management systems — enforce consistently and adapt classroom procedures when routine disruptions arise in a self-contained middle school classroom.
  6. Learning objectives for lessons and short units — establish, align to grade-level standards, and communicate to students and parents through desktop communications software.
  7. Homework policies and assignment calendars — manage and correct in a timely manner to maintain instructional momentum across a full class roster.
  8. Small-group tutoring sessions and basic remedial plans — implement for identified students who need targeted academic support within the regular class schedule.
  9. Computer-based training and analytical software — utilize to differentiate instruction and monitor student performance data across a course section.
  10. Time management and coordination skills — apply to balance lesson planning, grading, parent communication, and co-curricular responsibilities across a standard school week.
Proficient
Senior / Expert IC
  1. Complex multi-week instructional units — design and execute autonomously, integrating lectures, technology, and project-based learning across a full middle school subject area.
  2. Comprehensive student assessment data — analyze across academic, behavioral, social, and physical health dimensions to inform individualized instructional decisions.
  3. Differentiated instruction — deliver independently to diverse learners across ability levels, cultural backgrounds, and learning styles in a heterogeneous classroom.
  4. Summative and diagnostic assessments — construct, administer, and use to drive data-informed adjustments to curriculum pacing and remediation in a middle school context.
  5. Restorative and proactive classroom management strategies — implement and refine to address non-routine behavioral challenges while maintaining a positive learning culture.
  6. Long-range curriculum objectives — establish for an entire course and align to district standards, communicating scope and sequence clearly to students and caregivers.
  7. Independent study and enrichment assignments — design and grade to challenge advanced learners while maintaining equity across the full class roster.
  8. Individualized remedial programs — develop and implement for students with persistent academic gaps, coordinating with counselors and intervention specialists.
  9. Video creation, web authoring, and project management software — integrate to build engaging digital learning experiences and manage instructional workflows independently.
  10. Critical thinking and complex problem-solving skills — model explicitly during instruction and use to navigate non-routine curriculum, student, or family challenges.
Advanced
Lead / Principal / Executive
  1. Department-wide curriculum frameworks — lead the design and revision of, aligning middle school content across grade levels to district and state academic standards.
  2. School-wide student data systems — direct analysis and interpretation of to identify achievement gaps and set improvement priorities at the programmatic level.
  3. Instructional coaching and peer mentorship — provide to early-career teachers, modeling effective pedagogical strategies and giving structured, evidence-based feedback.
  4. Teacher evaluation and professional learning communities — facilitate or contribute leadership to, driving continuous improvement in instructional practice across the faculty.
  5. School-wide behavioral and restorative discipline frameworks — co-develop and champion to establish a coherent, equitable culture of learning across all grade teams.
  6. Schoolwide assessment strategy — guide the adoption and implementation of, including selection of assessment tools and protocols used across the middle school.
  7. Cross-disciplinary project and service-learning initiatives — architect and lead, coordinating multiple teachers, families, and community partners to deepen student engagement.
  8. Equity-focused intervention systems — design at the organizational level, ensuring that resources, remediation, and enrichment opportunities are accessible to all student populations.
  9. Emerging educational technology adoption — lead evaluation and integration of, building faculty capacity to use tools such as LMS platforms and data analytics software at scale.
  10. Strategic vision for student social-emotional development — articulate and advance school-wide, collaborating with administrators, specialists, and families to support holistic student growth.

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 generation — uses an AI tool to draft basic worksheets, vocabulary lists, or reading prompts, then reviews each item for grade-level accuracy before distributing to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Classroom procedure drafting — prompts an AI assistant to suggest behavioral rules or daily schedule templates, accepting or rejecting suggestions based on prior classroom experience.
Developing
  1. Differentiated assignment scaffolding — directs an AI tool to produce tiered versions of the same assignment for varying reading or math levels, then verifies alignment with curriculum standards before use 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. Formative assessment design — uses an AI assistant to generate quiz questions and rubrics across subject areas, editing items to ensure they reflect actual instructional objectives and student context Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Parent and stakeholder communication drafting — delegates first drafts of progress-update letters or newsletter content to an AI tool, then personalizes tone and detail to reflect individual student observations Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Observation-data synthesis — feeds anonymized student performance notes into an AI tool to surface patterns in behavior or achievement, then interprets findings through professional judgment before adjusting instruction 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. Unit planning acceleration — orchestrates an AI assistant through a full unit outline — standards, objectives, daily lessons, and assessments — retaining authorship of pedagogical sequencing and learning strategy decisions 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..
  3. Discussion and Socratic prompt engineering — constructs detailed prompts for an AI tool to generate open-ended discussion questions aligned to a specific text or concept, then selects and refines questions based on knowledge of student readiness Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  4. Cross-subject resource curation — tasks an AI tool with locating and summarizing primary sources, data sets, or multimedia resources, then evaluates each for bias, accuracy, and developmentally appropriate content before classroom use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Instructional model evaluation — critically benchmarks AI-generated lesson designs against evidence-based learning strategies, identifying where automation produces generic sequences that fail to account for the social and emotional dimensions of adolescent learning 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. School-wide curriculum workflow design — architects repeatable AI-assisted workflows for department or grade-level teams — covering lesson planning, assessment generation, and data review — and trains colleagues on responsible handoff and validation practices 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..
  3. Adaptive feedback loop construction — integrates AI-generated student performance summaries into a structured observation cycle, using the outputs to inform intervention groupings while maintaining direct professional accountability for all placement and support 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..
Evidence pack
AEI usage
Task observations: 4665
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.94
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.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. Lesson objective delivery — states learning goals at the start of class using straightforward language aligned to grade-level 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.
  2. Homework instruction — explains assignment expectations verbally and in writing so students understand procedures before leaving class O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Parent communication — drafts basic progress update emails using professional tone and factual student performance data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Differentiated explanation — adjusts vocabulary and pacing during direct instruction based on observed student confusion signals in real time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Classroom discussion facilitation — poses open-ended questions during Socratic discussions to draw out student reasoning across multiple subjects O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening in student conferences — restates student concerns during one-on-one check-ins to confirm understanding before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Multi-modal content delivery — instructs through integrated lectures, demonstrations, and visual supports that address diverse learner profiles within a single lesson period 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 feedback communication — writes specific, actionable written comments on graded assignments that connect student errors to learning objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Family-school communication — leads parent-teacher conferences using evidence-based student data to communicate academic progress and behavioral development clearly 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-disciplinary communication modeling — demonstrates and explicitly teaches academic discourse norms so students transfer argumentation skills across subject 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.
  2. Professional learning community leadership — presents student learning data to faculty teams using structured protocols that drive instructional decision-making Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Crisis and sensitive communication — navigates difficult conversations with families, administrators, and students about behavioral or developmental concerns with precision, empathy, and legal awareness 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.
2Leadership11 statements
Emerging
  1. Classroom procedure establishment — introduces behavior expectations and daily routines during the first weeks of school to build a functional learning environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student role assignment — delegates classroom responsibilities such as materials distribution or group leadership to build student ownership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Remedial program coordination — identifies struggling students and designs targeted intervention plans that assign tutoring schedules and differentiated resources O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Norm enforcement leadership — enforces classroom rules consistently and addresses off-task behavior through restorative approaches before escalating to administration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student goal-setting facilitation — guides students in setting measurable academic goals during advisory or homeroom periods and monitors progress over grading cycles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional leadership in unit design — develops multi-week curriculum units with clear learning progressions, assessment checkpoints, and pacing that advances the whole class toward mastery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Mentorship of emerging leaders — identifies student leaders and creates structured peer-tutoring or leadership roles that develop their interpersonal and academic capabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Collaborative team contribution — takes initiative in grade-level team meetings to propose data-informed instructional adjustments and follows through on commitments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum leadership — leads department or grade-level curriculum development cycles, aligning scope and sequence to standards and modeling instructional best practices for colleagues 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. New teacher mentorship — supports novice educators through co-planning, classroom observations, and reflective coaching conversations that accelerate their professional growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. School improvement initiative ownership — champions a school-wide instructional or cultural initiative, organizing stakeholder buy-in and tracking measurable outcomes across the academic year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition11 statements
Emerging
  1. Lesson reflection — reviews lesson outcomes after class to identify one instructional strength and one area for adjustment before the next session Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes when a chosen instructional strategy is not producing student engagement and names an alternative approach 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. Assessment data self-evaluation — analyzes graded class performance to determine whether instructional delivery or assessment design contributed to widespread misunderstanding 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 goal monitoring — tracks progress on self-identified instructional growth areas using observable classroom evidence across a semester Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Planning process examination — audits unit plan construction to verify that lesson sequencing logically scaffolds toward the intended summative assessment 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. Instructional strategy calibration — systematically compares planned versus actual lesson pacing and student outcomes, then revises subsequent lessons based on identified cognitive gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Metacognitive modeling for students — explicitly narrates personal problem-solving and learning processes during instruction to demonstrate self-monitoring strategies students can internalize Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Feedback integration — receives formal evaluation feedback from administrators, identifies specific instructional behaviors to shift, and implements changes with fidelity in subsequent observations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Reflective practitioner leadership — facilitates structured reflection protocols within professional learning communities, guiding colleagues to examine their own instructional assumptions and biases Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Research-to-practice synthesis — independently reads current pedagogical research, evaluates its applicability to middle school learners, and integrates validated strategies into daily practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student metacognition curriculum design — embeds explicit metacognitive skill instruction into content units so students develop self-regulated learning habits across disciplines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Standards-to-lesson alignment — examines a content standard and identifies the specific knowledge and skill demands before selecting instructional activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student work analysis — reviews a sample of graded assignments to identify common error patterns rather than treating each paper as an isolated event Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Formative assessment interpretation — analyzes exit ticket or quiz data to distinguish between students who need reteaching and those ready for extension activities 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. Behavioral root cause analysis — evaluates repeated student behavioral incidents to identify environmental, social, or instructional triggers before applying consequences 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. Curriculum resource evaluation — compares instructional materials against learning objectives and student readiness levels to determine which resources most efficiently support mastery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Evidence-based instructional adjustment — uses multiple data sources including observation, assessment results, and student work samples to make and justify mid-unit instructional pivots 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. Socratic questioning design — constructs sequences of higher-order discussion questions that guide students to analyze assumptions and evaluate competing interpretations of texts or problems 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. Remediation program logic — designs differentiated remedial programs by diagnosing specific skill deficits and selecting targeted interventions matched to root causes of underperformance O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Critical literacy instruction — teaches students to identify author perspective, evaluate source credibility, and detect logical fallacies within discipline-specific texts and media 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. Systemic instructional problem-solving — identifies structural barriers to student learning at the classroom or grade level, proposes evidence-based solutions, and evaluates results across multiple assessment cycles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Assessment validity critique — evaluates the alignment, bias, and reliability of standardized and classroom assessments, advocating for modifications that more accurately measure middle school student competency 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.
5Collaboration11 statements
Emerging
  1. Team meeting participation — contributes student observations and data points during grade-level team meetings to inform shared decisions about student support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Co-teacher communication — coordinates basic lesson responsibilities with a co-teacher or paraprofessional before and after class to ensure consistent delivery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Interdisciplinary unit co-planning — works with teachers from complementary subject areas to design thematic units that reinforce shared skills across disciplines 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 group dynamics management — structures cooperative learning activities with assigned roles and accountability measures that keep all group members productively engaged 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. Support staff collaboration — shares behavioral and academic observations with school counselors, psychologists, and administrators to build coordinated student support plans O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Professional learning community contribution — brings student learning evidence to collaborative data inquiry cycles and co-constructs instructional responses with grade-level or department colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Family partnership building — establishes ongoing two-way communication with families that incorporates their knowledge of the student into classroom interventions and goal-setting 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. Collaborative classroom culture construction — designs student collaboration structures including norms, peer feedback protocols, and shared projects that develop students' teamwork capabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Cross-functional team leadership — coordinates student support team meetings involving families, specialists, and administrators, synthesizing multiple perspectives into a unified action plan 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. Collaborative curriculum authorship — leads cross-departmental curriculum writing teams to produce vertically aligned instructional materials shared across grade levels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community partnership development — builds relationships with community organizations, subject-matter experts, and local institutions to create authentic learning opportunities for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character11 statements
Emerging
  1. Confidentiality practice — handles student academic records, behavioral incidents, and family information with appropriate discretion in accordance with FERPA guidelines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional conduct modeling — arrives prepared, begins instruction on time, and maintains respectful interactions with students and staff as a visible behavioral standard Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Equitable treatment — applies classroom rules, grading standards, and behavioral consequences consistently across all students regardless of academic performance or social 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.
  2. Accountability in error — acknowledges instructional mistakes or misjudgments to students openly and models the process of correcting course without defensiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mandatory reporting compliance — recognizes indicators of abuse, neglect, or student safety concerns and reports to designated authorities following legal and district protocols O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Ethical grading practice — evaluates student work against established rubrics without allowing personal bias, relationship quality, or student behavior history to influence academic grades 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 boundary maintenance — navigates student relationship boundaries with warmth and appropriate distance, maintaining trust without overstepping professional roles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Inclusive classroom advocacy — challenges deficit-based assumptions about student potential in team settings and advocates for high expectations for all learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Ethical leadership in contested situations — addresses academic dishonesty, equity concerns, or colleague misconduct through appropriate channels with integrity and without retaliation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Character education integration — designs lessons and classroom structures that explicitly develop student integrity, empathy, and civic responsibility as outcomes alongside content mastery 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. Professional ethics modeling for colleagues — mentors newer educators on navigating ethical dilemmas in grading, student relationships, and institutional compliance with principled consistency Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity11 statements
Emerging
  1. Instructional variety introduction — incorporates at least two distinct activity formats within a single lesson to sustain student engagement beyond lecture 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.
  2. Creative classroom environment design — arranges physical space and displays student work in ways that signal intellectual curiosity and celebrate diverse forms of achievement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Interdisciplinary connection design — builds lesson activities that link core content to student interests, current events, or cross-curricular themes to deepen relevance 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. Alternative assessment creation — designs project-based or performance assessments that allow students to demonstrate mastery through multiple modes beyond traditional tests 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. Problem-based learning construction — develops open-ended scenarios rooted in real-world problems that require students to apply subject knowledge in novel combinations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Creative differentiation — invents multiple pathways through the same learning objective so students with different strengths access grade-level content through personalized entry points 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. Technology-integrated lesson innovation — designs learning experiences using digital tools, simulations, or media creation that deepen student understanding of disciplinary concepts O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student creative expression facilitation — structures units where students generate original products such as essays, experiments, visual arguments, or multimedia presentations as evidence of learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Curriculum innovation leadership — pilots original instructional models, documents student learning outcomes, and shares results with colleagues to expand schoolwide pedagogical approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-disciplinary creative unit design — authors integrated thematic units that meaningfully combine English, mathematics, social studies, or science in ways that elevate learning beyond siloed content 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.
  3. Creative problem-solving culture development — instills classroom norms where experimentation, iteration, and divergent thinking are explicitly valued and assessed as intellectual habits Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset11 statements
Emerging
  1. Effort-focused feedback delivery — responds to student incorrect answers by redirecting toward strategy and effort rather than labeling the student's ability 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 engagement — participates in required professional learning sessions and attempts to apply at least one new strategy in the classroom afterward Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Remediation as opportunity framing — communicates to students that reassessment and revision processes are expected parts of learning, not punishments for failure 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 receptivity — incorporates specific suggestions from instructional coaches or peer observations into revised lesson plans within a reasonable timeframe Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Challenge curriculum design — selects texts, problems, and tasks at productive difficulty levels that stretch student capability without inducing learned helplessness 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. Persistence modeling — shares age-appropriate personal or disciplinary examples of productive struggle during instruction to normalize difficulty as part of mastery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Growth-oriented grading communication — explains assessment results to students using language that attributes performance to strategy and practice rather than fixed intelligence 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. Self-directed professional inquiry — identifies personal instructional gaps, seeks out relevant resources or coaching, and tracks growth in the targeted area over a grading period Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth mindset classroom culture architecture — builds classroom systems including revision policies, mistake analysis protocols, and peer encouragement norms that institutionalize growth-oriented learning behaviors Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Colleague learning culture contribution — shares professional learning from setbacks and experiments openly in team settings, normalizing iterative improvement across the faculty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student resilience curriculum integration — designs explicit instructional sequences that teach students to analyze their own progress, attribute outcomes to effort and strategy, and set revised learning goals 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.
9Mindfulness11 statements
Emerging
  1. Emotional check-in practice — uses brief classroom opening routines that allow students to signal their emotional state before academic work begins Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Teacher self-regulation awareness — recognizes personal stress or frustration signals during demanding classroom moments and pauses before responding to escalating student behavior Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Attention management instruction — teaches students specific strategies for redirecting focus such as structured note-taking, movement breaks, or quiet reflection periods during extended tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Intentional lesson pacing — monitors student energy and comprehension signals during instruction and deliberately adjusts pacing, tone, or activity to re-engage the class 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. Conflict de-escalation presence — approaches tense student interactions with a regulated tone, physical calm, and deliberate language that lowers rather than amplifies emotional intensity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Social-emotional observation integration — continuously reads behavioral and emotional cues across the classroom to identify students in distress and respond before situations escalate 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. Mindful classroom transitions — designs structured transition routines between activities that reduce chaos, reset student attention, and preserve instructional time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Teacher well-being practice — maintains personal mindfulness habits such as reflective journaling or boundary-setting between professional and personal time to sustain instructional effectiveness across the school year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. SEL integration into content instruction — embeds social-emotional learning check-ins, perspective-taking tasks, and emotional vocabulary development into subject-area lessons as deliberate 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. Trauma-informed classroom environment — designs physical, social, and instructional conditions that provide predictability, choice, and emotional safety for students navigating adverse circumstances 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. Faculty mindfulness leadership — facilitates brief mindfulness or reflection practices at team meetings and models stress-regulation strategies that colleagues can adapt for their own classrooms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Classroom management persistence — maintains instructional routines and behavioral expectations consistently through the first months of school despite resistance from students testing limits 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. Setback recovery in lesson delivery — continues instruction constructively when a lesson plan fails or technology breaks down rather than abandoning the learning objective Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Chronic challenge navigation — sustains high instructional quality for students with persistent behavioral, motivational, or attendance challenges across weeks without reducing academic 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. Difficult feedback endurance — processes critical evaluation feedback from administrators without defensiveness and returns to the classroom with renewed focus rather than disengagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Ambiguity tolerance in curriculum change — implements revised district curriculum or new standards with professional commitment even when the rationale or resources are incomplete Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Long-cycle persistence with struggling students — maintains individualized support efforts for students showing minimal short-term progress by adjusting strategies rather than withdrawing effort 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. High-stakes testing period resilience — sustains student motivation and instructional rigor during high-pressure assessment preparation periods without sacrificing engagement or student well-being Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Conflict endurance in student advocacy — persists through difficult conversations with administrators or families to advocate for a student's needs even when the outcome is uncertain Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic adversity leadership — maintains professional optimism and instructional effectiveness through prolonged institutional challenges such as budget cuts, school restructuring, or community crises Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Moral courage in professional practice — addresses inequitable practices, student mistreatment, or ethical lapses within the school system through appropriate channels despite social or professional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Fortitude modeling for students — explicitly connects personal and historical examples of perseverance to subject content, developing students' own capacity to sustain effort through difficulty 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.
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
Algebra Teacher · American History Teacher · Art Educator · Art Instructor · Art Teacher · Band Director · Band Teacher · Bilingual Instructor · Bilingual Teacher · Classroom Teacher · Coach · Computer Teacher
RAPIDS apprenticeships
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O*NET skills
InstructingLearning StrategiesSpeakingActive ListeningActive LearningMonitoringSocial PerceptivenessReading ComprehensionWritingCoordinationTime ManagementCritical ThinkingJudgment and Decision MakingComplex Problem SolvingService OrientationPersuasionNegotiationSystems AnalysisSystems Evaluation
Knowledge domains
Education and TrainingEnglish LanguagePhilosophy and TheologyMathematicsPsychologyComputers and ElectronicsHistory and ArcheologyPublic Safety and SecurityCustomer and Personal ServiceSociology and AnthropologyAdministrativeGeography
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionProblem SensitivityInformation OrderingDeductive ReasoningNear VisionSpeech Recognition
Work styles
DependabilityIntegritySocial OrientationCooperationEmpathyOptimism
Technology
Video creation and editing softwareOperating system softwareComputer based training softwareData base user interface and query softwareDesktop communications softwareAnalytical or scientific softwareElectronic mail softwareWeb page creation and editing softwareProject management softwareWord processing software
Tasks · seed anchors for statements
  1. Prepare materials and classrooms for class activities.
  2. Observe and evaluate students' performance, behavior, social development, and physical health.
  3. Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  4. Prepare, administer, and grade tests and assignments to evaluate students' progress.
  5. Establish and enforce rules for behavior and procedures for maintaining order among students.
  6. Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students.
  7. Assign lessons and correct homework.
  8. Assist students who need extra help, such as by tutoring and preparing and implementing remedial programs.
CIP education codes
13.020113.120313.120613.120713.120813.121113.121213.121313.130213.130513.130613.130713.130813.130913.131113.131213.131413.131513.131613.131713.131813.132113.132213.132313.132413.132513.132613.132713.132813.133013.133113.133213.133313.133713.133813.133913.140113.140213.149945.0199

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.