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Career/Technical Education Teachers, Middle School

SOC 25-2023.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers classroom instruction, curriculum design, student safety, record management, and program leadership within middle school career/technical education settings from entry-level teaching through department and district leadership.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Instructional delivery — apply lecture and demonstration methods under supervisor guidance in a middle school career/technical classroom.
  2. Classroom materials — prepare and organize supplies and equipment for scheduled class activities following department protocols.
  3. Lesson objectives — communicate clearly defined learning goals to students at the start of each lesson under mentor direction.
  4. Classroom behavior rules — implement established conduct procedures to maintain an orderly learning environment with cooperating teacher support.
  5. Student records — enter attendance and basic performance data into the school database system in compliance with district recordkeeping policies.
  6. Equipment safety — instruct students in proper handling and care of tools and materials under direct supervision to minimize injury risk.
  7. Active listening — attend carefully to individual student questions and concerns during classroom interactions to inform immediate instructional responses.
  8. Technology tools — use cloud-based classroom management software to organize assignments and post resources with guidance from an instructional coach.
  9. Foundational psychology knowledge — apply basic understanding of adolescent development to anticipate middle school students' motivational needs in daily instruction.
  10. Written communication — draft straightforward lesson plans and activity sheets using clear language appropriate for middle school career/technical content.
Developing
Mid-level / Established
  1. Differentiated instruction — adapt teaching methods and instructional materials to address the varying skill levels and interests of diverse middle school learners.
  2. Discussion facilitation — lead structured group discussions that encourage student participation and reinforce career/technical concepts with reduced supervisory oversight.
  3. Classroom environment — independently set up and maintain a safe, organized lab or classroom space ready for hands-on career/technical activities each day.
  4. Behavioral management — enforce and refine classroom rules and procedures consistently across multiple class periods to sustain a productive learning environment.
  5. Academic preparation — design lesson sequences that expose students to industry pathways and encourage perseverance through progressively challenging technical tasks.
  6. Record maintenance — maintain complete and accurate student progress records, grade reports, and safety compliance logs in accordance with applicable regulations.
  7. Instructional monitoring — observe student performance during activities and adjust pacing or support strategies to keep the class on track with learning objectives.
  8. Database software — use student information system query tools to retrieve performance data and generate progress reports for parent–teacher communications.
  9. Critical thinking application — analyze common student misconceptions in career/technical subject matter and select targeted instructional strategies to address them.
  10. Social perceptiveness — recognize shifts in individual student engagement or emotional state and adjust interpersonal approach to maintain a supportive classroom climate.
Proficient
Senior / Expert IC
  1. Multi-modal instruction — independently design and deliver lectures, demonstrations, and project-based experiences that meet diverse learner needs across a full career/technical curriculum.
  2. Curriculum alignment — develop unit plans with clear, standards-aligned objectives and communicate those objectives to students in language that connects learning to real-world career contexts.
  3. Adaptive differentiation — autonomously modify instructional materials and pacing for students with varying readiness levels, including English learners and students with IEPs, in a middle school setting.
  4. Complex problem solving — diagnose systemic instructional challenges within a career/technical program and implement evidence-based solutions without waiting for administrative direction.
  5. Safety and equipment stewardship — independently design and enforce equipment-use protocols that prevent injuries and minimize material damage across laboratory and workshop environments.
  6. Learning strategies — select and model metacognitive and career exploration strategies that prepare students to pursue advanced technical coursework and lifelong learning.
  7. Systems analysis — evaluate the alignment between career/technical program content, industry standards, and student post-secondary readiness to identify curriculum gaps.
  8. Technology integration — leverage development environment and web platform tools to create interactive learning resources that extend technical instruction beyond the classroom.
  9. Data-informed instruction — use database management and reporting tools to analyze cohort performance trends and adjust instructional sequences to improve student outcomes.
  10. Professional writing — author detailed curriculum guides, safety manuals, and program reports that communicate complex technical and pedagogical information clearly to multiple stakeholders.
Advanced
Lead / Principal / Executive
  1. Instructional leadership — lead department-wide adoption of innovative teaching methodologies that elevate career/technical education outcomes across multiple middle school grade levels.
  2. Curriculum architecture — design and champion a vertically articulated career/technical curriculum framework that aligns with district goals, industry certifications, and secondary transition pathways.
  3. Mentorship and coaching — guide emerging and developing career/technical teachers in refining instructional practice, classroom management, and professional identity through structured observation and feedback cycles.
  4. Organizational policy influence — collaborate with district administrators and school boards to shape policies governing career/technical program standards, safety regulations, and resource allocation.
  5. Strategic program evaluation — lead systemic review of career/technical program effectiveness using performance data, employer feedback, and student outcome metrics to drive continuous improvement.
  6. Community and industry partnerships — establish and sustain formal relationships with regional employers, community colleges, and workforce agencies to enrich middle school career exploration experiences.
  7. Equity-centered systems design — architect inclusive program structures that eliminate access barriers and ensure all student populations achieve equitable representation in career/technical pathways.
  8. Enterprise technology leadership — direct the adoption and integration of enterprise application and cloud-based management platforms that improve program data quality and administrative efficiency across the department.
  9. Professional learning community facilitation — design and lead job-embedded professional development experiences that build instructional capacity among career/technical educators across the school or district.
  10. Judgment and organizational decision-making — exercise senior-level judgment on complex resource, staffing, and curriculum decisions that shape the long-term direction of the career/technical education program.

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-generated lesson drafts — uses AI tools to produce first drafts of lesson objectives and discussion prompts, reviewing each output before presenting it to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Classroom material generation — requests AI assistance to create basic handouts and activity instructions for CTE units, then manually checks accuracy and grade-level appropriateness Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Differentiated instruction support — directs an AI assistant to reformat or simplify technical content for students with varying readiness levels, then applies professional judgment to select and sequence the adapted materials Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Assessment scaffold creation — delegates drafting of rubrics and formative-assessment questions to an AI tool, editing outputs to align with established CTE standards and course objectives Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Time-saving content research — uses AI to summarize industry background information relevant to CTE topics, saving preparation time while personally verifying factual accuracy before instruction Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Adaptive teaching-method design — integrates AI-generated instructional alternatives into lesson planning cycles, evaluating each suggestion against observed student engagement and learning outcomes 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. Behavior and procedure documentation — directs an AI assistant to draft classroom management protocols and rule explanations, then refines language to match the school's disciplinary framework and student audience Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Ongoing student monitoring tools — uses AI to process formative assessment data and surface patterns in student progress, then interprets those patterns to adjust pacing and grouping 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..
Advanced
  1. Curriculum-wide AI orchestration — leads the design of AI-assisted CTE curriculum sequences across multiple units, directing AI agents through content generation, alignment checks, and revision cycles while retaining full instructional authorship 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..
  2. Human-technology interaction mentorship — models responsible AI tool use for students and colleagues, demonstrating how to critically evaluate AI outputs within the Human-Technology Interaction skill cluster and connecting that practice to authentic CTE career contexts WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Evidence pack
AEI usage
Task observations: 308
Augment share: 30.8%
Time saved: 85.2%
AI autonomy: 3.08
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.

1Communication10 statements
Emerging
  1. Lesson objective delivery — states learning goals for CTE units using basic verbal and written formats at the start of class 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. Classroom instruction — presents career and technical content through straightforward lectures and demonstrations to middle school student groups O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Multi-modal instruction — explains technical procedures and career concepts through layered demonstrations, visual aids, and guided discussion to meet varied learner needs 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. Parent and stakeholder communication — conveys student progress and CTE program expectations to families through conferences and written reports Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student questioning — uses structured questioning sequences during CTE lab activities to surface misconceptions and redirect understanding O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Differentiated explanation — adapts technical vocabulary and instructional language in real time to match the comprehension levels of individual middle school 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.
  2. Cross-curricular communication — articulates connections between CTE content and core academic subjects during lessons and in written curriculum materials O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavior expectation delivery — communicates classroom rules, equipment safety procedures, and behavioral standards clearly and consistently to all student groups O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program advocacy communication — presents CTE program outcomes, student achievement data, and industry alignment to administrators, school boards, and community partners 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 modeling — demonstrates exemplary explanatory techniques and active listening practices for peers and student teachers during collaborative professional development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership9 statements
Emerging
  1. Classroom authority — establishes initial presence and enforces behavioral expectations to maintain a productive CTE learning environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student task direction — assigns and monitors individual and group CTE project tasks with basic guidance and oversight Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student motivation — encourages middle school learners to pursue career exploration opportunities and persist through technically challenging CTE assignments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Classroom culture building — implements consistent routines and recognition practices that foster student ownership of learning in the CTE classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Career pathway guidance — leads students through structured exploration of technical career pathways, connecting classroom learning to real-world industry 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. CTE program coordination — takes initiative in coordinating industry partnerships, field experiences, and guest speakers to enrich the middle school CTE program O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer leadership development — delegates responsibilities to student leaders during group projects and lab activities, building leadership capacity within the classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Department or program leadership — leads CTE curriculum design teams, mentors new teachers, and drives continuous improvement of middle school technical programs 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. Community and industry liaison — champions CTE program visibility by leading partnerships with local businesses, workforce boards, and post-secondary institutions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Lesson reflection — identifies strengths and weaknesses in delivered CTE lessons by reviewing student responses and personal teaching notes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes which instructional approaches yield stronger student engagement in middle school CTE contexts 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. Instructional self-monitoring — evaluates pacing, clarity, and student understanding during CTE lessons and adjusts delivery mid-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. Professional learning planning — sets targeted goals for improving technical content knowledge and pedagogical practice based on self-assessment data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Reflective practice cycle — systematically analyzes student performance data, peer feedback, and lesson observations to refine CTE instructional methods each unit cycle 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. Teaching strategy evaluation — assesses the effectiveness of differentiated instructional strategies used for diverse middle school CTE learners and documents adjustments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Pedagogical expertise modeling — articulates a nuanced understanding of personal teaching strengths, growth edges, and strategic learning processes to mentor emerging CTE educators Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Curriculum metacognition — critically examines the alignment between CTE curriculum design decisions and evolving industry standards, iterating based on reflective inquiry 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 Thinking9 statements
Emerging
  1. Student need identification — identifies observable gaps in student technical skill or conceptual understanding and flags them for instructional adjustment 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. Material selection reasoning — evaluates basic suitability of instructional resources and equipment for CTE lesson objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Assessment analysis — examines student formative assessment results to identify patterns of misunderstanding in CTE technical content 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. Problem-solving instruction — designs CTE tasks that require students to analyze real-world technical scenarios and develop reasoned solutions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional decision-making — weighs evidence from student data, behavioral observations, and curriculum standards to make informed choices about pacing and content depth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Curriculum assumption evaluation — examines underlying assumptions in adopted CTE curriculum materials for alignment with current industry practices and middle school developmental needs 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. Behavioral root-cause analysis — investigates the underlying causes of persistent student disengagement or behavioral challenges before implementing targeted intervention strategies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program logic critique — critically evaluates the coherence and effectiveness of the middle school CTE program's scope and sequence against workforce development outcomes and student achievement 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. Evidence-based advocacy — constructs data-supported arguments for resource allocation, program expansion, or curriculum revision within the CTE department Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration9 statements
Emerging
  1. Team participation — contributes to grade-level or department meetings by sharing observations about student progress in CTE courses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Co-teacher coordination — collaborates with inclusion or ELL support staff to share basic classroom information and student needs 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. Cross-curricular planning — works with core academic teachers to identify and integrate literacy, math, or science connections into CTE lesson design 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 facilitation — structures and monitors cooperative learning groups during CTE projects, coaching students in productive team behaviors 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. Professional learning community engagement — actively contributes instructional strategies, student work samples, and data analysis to CTE or school-wide PLCs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Industry partner collaboration — coordinates with local business and industry representatives to co-design authentic CTE learning experiences for middle school students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Multi-stakeholder coordination — navigates collaborative planning with counselors, administrators, and families to support individual student CTE pathway decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Collaborative curriculum development — leads cross-functional teams of teachers, industry advisors, and curriculum specialists to build or revise articulated CTE pathways 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. Conflict navigation leadership — mediates disagreements within collaborative teams using structured dialogue and shared-goal framing to advance CTE program outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character9 statements
Emerging
  1. Professional conduct — demonstrates punctuality, preparedness, and respectful interaction with students, families, and colleagues in the CTE classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Record-keeping compliance — maintains student records accurately and in accordance with district policies and applicable regulations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Equitable treatment — applies consistent behavioral standards and instructional support to all students regardless of background, skill level, or career interest 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. Confidentiality practice — handles sensitive student academic and behavioral information with discretion in compliance with school and legal requirements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical role modeling — demonstrates professional ethics and work habits that reflect industry standards students are preparing to enter 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 instruction — takes ownership of instructional gaps, student learning failures, and curriculum misalignments and initiates corrective action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Safety accountability — enforces equipment use policies and safety protocols consistently and documents incidents with full transparency O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Integrity leadership — models and advocates for ethical professional standards across the school community, including in policy discussions and public representations of the CTE program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student character development — intentionally embeds workplace professionalism, ethical decision-making, and personal accountability into CTE curriculum design and daily 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.
7Creativity9 statements
Emerging
  1. Resource adaptation — modifies existing instructional materials and activities to better fit the specific technical focus and student context of the CTE classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Engagement experimentation — tries new activity formats or classroom configurations to increase student interest in career and technical content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Project design — develops hands-on, project-based learning tasks that connect middle school CTE content to authentic workplace scenarios Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Technology integration — incorporates digital tools, simulations, or industry software creatively to extend student technical learning beyond textbook content O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum innovation — designs original units that blend technical skill-building with creative problem-solving challenges relevant to target industry pathways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Differentiated task creation — develops varied entry points and creative project options that allow all middle school learners to engage meaningfully with CTE 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.
  3. Environmental design — configures the CTE classroom and lab space creatively to simulate workplace environments and inspire career imagination Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Programmatic innovation — conceives and pilots new CTE course offerings, industry certifications, or experiential learning models that expand student career readiness options Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-disciplinary synthesis — creates interdisciplinary CTE experiences that fuse technical content with arts, entrepreneurship, or emerging technologies to reflect evolving industry landscapes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Challenge acceptance — attempts new instructional techniques in the CTE classroom and reflects on results without avoidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student perseverance promotion — verbally encourages students to keep trying when they encounter difficulty with technical tasks or equipment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Feedback integration — incorporates constructive feedback from administrators, peers, and student data into revised instructional approaches for CTE units 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. Learning from failure modeling — openly reflects on instructional setbacks with students to normalize productive struggle in technical learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Continuous skill development — pursues ongoing professional learning in both technical content areas and pedagogy to maintain currency with industry and educational best practices 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 growth framing — designs assessment and feedback systems that emphasize skill progression and effort rather than fixed ability in CTE coursework 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 iteration — treats each unit as a continuous improvement cycle, revising plans based on what students demonstrate they need Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth culture cultivation — builds a classroom and program culture where both students and colleagues are challenged to expand their technical and professional capabilities beyond comfort zones Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Innovation persistence — sustains long-term effort to implement systemic improvements to the middle school CTE program despite institutional barriers or resource constraints 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.
9Mindfulness9 statements
Emerging
  1. Classroom awareness — notices shifts in student attention, energy, and engagement during CTE lessons and responds with basic pacing adjustments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Emotional self-regulation — manages personal stress and frustration during challenging classroom moments without displacing emotion onto students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Attentional management — sustains focused attention across simultaneous demands including student supervision, equipment monitoring, and instructional delivery in the CTE lab 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 emotional reading — perceives and responds to signs of student anxiety, boredom, or frustration during technical tasks to prevent disengagement 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. Intentional pacing — deliberately adjusts lesson tempo, transition timing, and break structures in CTE classes based on real-time reading of student readiness 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. Conflict de-escalation — approaches student behavioral incidents with calm intentionality, applying restorative practices before escalating consequences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Present-moment instruction — delivers CTE lessons with full attention to student responses rather than rote script adherence, adapting in the moment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful learning environment design — structures the CTE classroom's physical space, daily routines, and transitions to intentionally support student focus, safety, and emotional readiness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Reflective practitioner modeling — demonstrates and explicitly teaches mindful self-monitoring to students as a transferable workplace skill embedded in CTE professional development 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.
10Fortitude9 statements
Emerging
  1. Classroom persistence — maintains consistent instructional effort through routine daily challenges such as student disengagement, scheduling disruptions, or equipment issues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Uncertainty tolerance — proceeds with CTE instruction under conditions of incomplete information or shifting school priorities without significant disruption to student learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Difficult student navigation — persists in building constructive relationships with resistant or challenging middle school students through sustained, patient engagement 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. Workload resilience — sustains instructional quality and record-keeping accuracy during high-demand periods such as grading cycles, program audits, or events planning 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 recovery — rebounds quickly from failed lessons, student crises, or technology failures and restores productive learning conditions in the CTE classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Advocacy courage — raises concerns about inadequate resources, curriculum gaps, or inequitable student access to CTE opportunities despite potential institutional resistance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Sustained student investment — maintains high expectations and individualized support for struggling students over the full arc of the school year without attrition of 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.
Exceeding
  1. Systemic change endurance — pursues long-term structural improvements to the CTE program through multi-year planning and advocacy, sustaining momentum across administrative transitions and policy changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Crisis leadership — guides students, staff, and the CTE program through significant disruptions such as budget cuts, facility losses, or community crises with composure and clear-headed action 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
Agriscience Technology Instructor (Agriculture Science Technology Instructor) · Automotive Education Teacher · Business Education Teacher · Business Teacher · Career and Technology Education Teacher (CTE Teacher) · Career Discovery Teacher · Career Education Teacher · Career Technical Education Instructor · Carpentry Teacher · Computer Discovery Teacher · Computer Science Teacher · Computer Teacher
RAPIDS apprenticeships
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O*NET skills
SpeakingActive ListeningLearning StrategiesInstructingReading ComprehensionMonitoringSocial PerceptivenessCritical ThinkingWritingActive LearningCoordinationJudgment and Decision MakingService OrientationComplex Problem SolvingSystems AnalysisSystems EvaluationTime Management
Knowledge domains
English LanguageEducation and TrainingPsychologyComputers and ElectronicsAdministrativeAdministration and ManagementCustomer and Personal ServiceEngineering and TechnologyPublic Safety and Security
Abilities
Oral ExpressionWritten ComprehensionOral ComprehensionSpeech ClaritySpeech RecognitionWritten ExpressionNear VisionDeductive ReasoningInductive ReasoningProblem Sensitivity
Work styles
DependabilitySocial OrientationCooperationEmpathyOptimismSelf-Control
Technology
Data base management system softwareData base user interface and query softwareStorage networking softwareCloud-based management softwareExpert system softwareDevelopment environment softwareObject or component oriented development softwareApplication server softwareWeb platform development softwareEnterprise application integration software
Tasks · seed anchors for statements
  1. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  2. Prepare materials and classrooms for class activities.
  3. Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  4. Establish and enforce rules for behavior and procedures for maintaining order among students.
  5. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  6. Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  7. Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
  8. Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
CIP education codes
13.130113.130313.130813.130913.131013.131913.132013.1327

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.