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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.

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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 anchors65 anchors · skillscrosswalk.com

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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.