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Secondary School Teachers, Except Special and Career/Technical Education

SOC 25-2031.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers secondary school teaching practice across in-person, hybrid, and remote environments, spanning curriculum design, classroom management, student assessment, instructional technology, and professional leadership within a Job Zone 4 educational context.

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. Lesson objectives — identify and communicate in writing to students at the start of each class period under mentor guidance.
  2. Classroom rules and behavioral procedures — establish and post in a secondary school setting with support from a cooperating teacher.
  3. Instructional materials and classroom environment — prepare and arrange prior to each lesson following a provided curriculum plan.
  4. Lecture and discussion techniques — deliver foundational subject-matter content to small groups under direct supervision in a secondary classroom.
  5. Formative assessments and homework assignments — administer and grade using department-provided rubrics to monitor early student progress.
  6. Student behavior and social development — observe and document patterns during classroom activities and report findings to supervising staff.
  7. Learning management system and email software — use to distribute assignments, post announcements, and communicate with students in a school technology environment.
  8. Active listening skills — apply during student questions and small-group discussions to identify comprehension gaps in familiar subject areas.
  9. Differentiated instructional materials — select from provided resources to begin addressing varied student learning needs with mentor input.
  10. Growth mindset and academic perseverance — encourage in students by modeling effort and providing structured reinforcement during challenging tasks under direction.
Developing
Mid-level / Established
  1. Multi-day lesson units — design with clear sequenced objectives and deliver through lectures, discussions, and demonstrations across a full secondary course.
  2. Classroom management procedures — enforce consistently and adjust in response to recurring behavioral challenges without requiring supervisory intervention.
  3. Instructional methods — adapt routinely between direct instruction, Socratic discussion, and collaborative activities to address varying student interests and readiness levels.
  4. Summative tests and performance assessments — construct, administer, and grade to evaluate student mastery of course standards with reduced departmental oversight.
  5. Student academic progress and social development — monitor through ongoing data collection and communicate findings to parents and counselors during scheduled conferences.
  6. Video creation and presentation software — use to develop multimedia instructional resources that support engagement across secondary subject areas.
  7. Differentiated lesson materials — modify content, process, and product for diverse learners including English language learners in a heterogeneous classroom.
  8. Reading comprehension and written expression strategies — integrate into content-area instruction to strengthen disciplinary literacy across secondary grades.
  9. Time management — apply to balance lesson planning, grading, professional development, and extracurricular duties within a departmental schedule.
  10. Collaborative problem-solving activities — facilitate so that students develop critical-thinking skills and persistence when encountering non-routine academic challenges.
Proficient
Senior / Expert IC
  1. Comprehensive curriculum units — independently design, implement, and refine across a full academic year for multiple course sections, aligning to state standards.
  2. Non-routine behavioral and social-emotional challenges — assess and address autonomously using evidence-based strategies and school support systems in complex secondary settings.
  3. Instructional approaches — select and seamlessly integrate across lectures, project-based learning, and inquiry activities to meet the full spectrum of student needs without oversight.
  4. Analytical and data management software — apply to disaggregate assessment results, identify achievement trends, and drive individualized instructional adjustments.
  5. Student performance evaluations — conduct holistically, synthesizing academic, behavioral, and health observations to generate actionable intervention and enrichment plans.
  6. Video conferencing and cloud-based collaboration tools — leverage proficiently to deliver rigorous instruction in hybrid or remote secondary environments.
  7. Inductive and deductive reasoning tasks — design for students that scaffold complex disciplinary thinking in mathematics, social studies, English, or science contexts.
  8. Cross-disciplinary learning connections — facilitate for students by integrating psychology, sociology, and history knowledge into engaging content-area instruction.
  9. Advanced learning strategies — model and teach explicitly so that students develop metacognitive habits and sustained academic motivation throughout secondary school.
  10. Systems analysis of classroom and school data — perform to identify instructional gaps and recommend curriculum adjustments to department leadership.
Advanced
Lead / Principal / Executive
  1. Departmental curriculum frameworks — architect and lead the revision of across grade levels, ensuring vertical alignment and equity of access for all secondary learners.
  2. Instructional coaching and mentoring systems — establish for novice and developing teachers, modeling exemplary pedagogy and providing structured observation feedback.
  3. School-wide behavioral and academic culture — shape by co-developing policy, leading professional learning communities, and advocating for evidence-based practices at the administrative level.
  4. Complex institutional challenges — resolve by applying systems evaluation and judgment to design scalable interventions that improve student outcomes across an entire school or district.
  5. Professional development programs — design and facilitate for faculty on differentiated instruction, technology integration, and culturally responsive teaching practices.
  6. Educational technology ecosystems — evaluate and champion the adoption of emerging tools — including learning management, project management, and analytics platforms — to advance school-wide instructional goals.
  7. Community and family partnership initiatives — lead to strengthen student support networks, increase engagement, and align school priorities with broader societal needs.
  8. Action research and data inquiry cycles — lead across a department or school, translating findings into strategic curriculum decisions and presenting outcomes to district stakeholders.
  9. Cross-functional academic teams — coordinate by applying advanced collaboration and social-perceptiveness skills to align counseling, special education, and instructional staff around student success goals.
  10. Organizational mission and instructional vision — articulate and champion publicly, inspiring faculty and students toward a culture of continuous learning, integrity, and academic excellence.

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 outlines — accepts draft lesson plans from an AI assistant for familiar topics, reviewing them against curriculum standards before use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Routine material preparation — delegates the drafting of worksheets and reading summaries to an AI tool, then checks outputs for 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 generate varied versions of instructional materials tailored to different student reading levels, then selects and adapts the most appropriate outputs 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 drafting — hands off initial quiz and discussion-prompt creation to an AI tool, reviewing and editing items to align with stated learning objectives Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Classroom communication scaffolding — uses AI-generated drafts for parent correspondence and student feedback templates, editing for tone and accuracy before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Adaptive teaching strategy generation — directs an AI assistant to propose evidence-based instructional strategies for specific student challenges, then evaluates recommendations against observed classroom dynamics and retains full pedagogical judgment Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Curriculum sequence planning — orchestrates an AI tool through multi-week unit construction, providing learning goals and pacing constraints while maintaining authorship of scope and sequence decisions 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..
  3. Student progress monitoring — uses AI-generated data summaries and trend reports to inform differentiated intervention planning, cross-checking outputs against direct observation and assessment records 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..
Advanced
  1. AI-mediated instructional design leadership — evaluates the automation feasibility of teaching subtasks at the department level, identifying which instructional functions warrant AI delegation and which require sustained human facilitation 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. Complex differentiation orchestration — directs AI agents through personalized learning pathway construction for heterogeneous classrooms, setting pedagogical constraints, auditing outputs for equity and accuracy, and integrating findings into schoolwide instructional models 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..
Evidence pack
AEI usage
Task observations: 4763
Augment share: 95%
Time saved: 84.4%
AI autonomy: 2.97
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.

1Communication13 statements
Emerging
  1. Lesson objective delivery — states learning goals using clear, grade-appropriate language at the start of each class 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. Student question response — answers individual student questions during instruction by pausing lectures and addressing misconceptions directly 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. Parent communication — drafts basic progress updates and behavioral notes to families using school-provided templates O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional explanation — adjusts vocabulary and pacing mid-lesson when student body language or questions signal confusion Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Discussion facilitation — guides Socratic seminars and small-group discussions by posing open-ended questions that deepen subject-area reasoning 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. Written feedback — composes specific, criterion-referenced comments on student essays and assignments that distinguish strengths from areas for revision O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Differentiated instruction communication — modifies explanations of complex content, such as chemical equations or literary analysis, using multiple modalities including visual aids, analogies, and worked examples to reach varied 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-audience messaging — delivers consistent information about course expectations to students, parents, and administrators while tailoring tone and detail level to each audience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Conflict de-escalation — addresses classroom disruptions through calm, direct verbal intervention that preserves student dignity while restoring instructional order O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Assessment debriefing — leads whole-class review sessions after tests that clearly explain correct reasoning and common errors O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Curriculum communication leadership — presents instructional unit rationale and student outcome data to department colleagues and school board stakeholders in formal review settings 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. Model discourse — demonstrates and coaches academic discussion norms, such as evidence-based argumentation and respectful disagreement, that students internalize and apply independently 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. Crisis communication — communicates with clarity and composure during school safety events or sensitive student disclosures, coordinating with counselors and administrators in real time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership11 statements
Emerging
  1. Classroom routine establishment — introduces and consistently applies daily procedures for entry, transitions, and materials distribution to build a structured learning environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student encouragement — prompts individual students to attempt challenging tasks by articulating belief in their capacity before and during difficult work O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Behavioral norm enforcement — enforces classroom rules equitably and documents repeated infractions with specific incident records that inform escalation decisions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student goal-setting guidance — facilitates individual goal-setting conferences where students identify academic targets and identify concrete steps toward them 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. Co-curricular leadership — sponsors or co-leads extracurricular clubs, academic teams, or service projects that extend student development beyond the classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional leadership within teams — leads department or grade-level planning meetings by setting agendas, synthesizing assessment data, and driving consensus on curricular 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. Student leadership cultivation — designs classroom structures such as discussion leaders, project managers, and peer tutors that distribute responsibility and build student agency 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. Mentorship of newer teachers — guides student teachers or first-year colleagues through lesson planning cycles and classroom management strategies via structured observation and debrief Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. School-wide initiative leadership — chairs curriculum committees, leads professional development sessions, or coordinates vertical alignment projects that improve outcomes across grade levels 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. Transformative student development — engineers multi-year learning experiences, such as capstone projects or debate programs, that visibly develop student leadership and academic identity 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. Advocacy leadership — represents student and instructional needs in district-level policy discussions, contributing evidence-based recommendations on curriculum standards or assessment practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition11 statements
Emerging
  1. Lesson self-assessment — reflects on pacing and clarity immediately after instruction by reviewing exit ticket responses and adjusting the next day's 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. Learning strategy awareness — identifies which personal study and planning habits support effective lesson preparation and which create inconsistency Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Unit planning reflection — evaluates completed instructional units against original objectives, documenting what worked, what failed, and why before redesigning the sequence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Bias recognition — identifies personal assumptions about student capability or subject priority that may influence grading or participation patterns and takes corrective action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional learning monitoring — tracks progress toward personal teaching goals set during evaluation cycles and adjusts strategies when growth stalls Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional hypothesis testing — frames pedagogical changes, such as introducing station rotations or Socratic method, as deliberate experiments with anticipated outcomes and post-implementation analysis 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 metacognitive modeling — explicitly teaches students to monitor their own comprehension, plan study strategies, and evaluate their performance using think-aloud protocols and structured self-assessments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Evaluation cycle engagement — uses formal observation feedback to identify specific instructional patterns to develop and creates measurable professional growth targets Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Research-informed practice — reads current educational research and selectively integrates evidence-based strategies into instruction, reflecting publicly on what the evidence does and does not 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. Metacognitive curriculum design — embeds explicit self-regulation skill-building, such as planning logs, error analysis journals, and revision protocols, into course architecture so that metacognition is a taught and assessed 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.
  3. Mentorship through reflective practice — coaches colleagues to examine their own instructional assumptions by facilitating structured peer observation and professional learning community protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Assessment item analysis — reviews test results to identify which questions most students missed and forms a basic hypothesis about whether the gap reflects teaching or content 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.
  2. Source evaluation modeling — demonstrates to students how to evaluate a text or source for credibility and bias using a structured checklist Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Student reasoning diagnosis — distinguishes between procedural errors and conceptual misunderstanding in student work by analyzing error patterns across a class set 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 assumption questioning — examines whether a standard curriculum sequence reflects logical skill progression or historical inertia, and adjusts pacing accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Evidence-based argumentation instruction — teaches students to construct and critique arguments using primary sources, data sets, or literary evidence with explicit attention to logical validity 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. Formative data interpretation — synthesizes exit ticket, quiz, and observation data across a unit to determine whether the class as a whole has met prerequisites before advancing 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 alignment analysis — evaluates whether lesson activities, assessments, and stated standards are logically aligned and identifies gaps or redundancies in the unit sequence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Disciplinary inquiry facilitation — guides students through subject-specific analytical frameworks, such as historical thinking, mathematical proof, or close reading, requiring evidence-based reasoning at every step 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. Assessment validity evaluation — audits departmental assessments for construct validity, bias, and alignment to standards, and recommends revisions grounded in measurement reasoning 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. Policy analysis contribution — critically evaluates proposed curriculum mandates or instructional programs using evidence from student outcomes, research literature, and classroom practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Complex problem-based learning design — constructs multi-week inquiry units where students must identify relevant information, challenge assumptions, and synthesize conclusions 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.
5Collaboration11 statements
Emerging
  1. Co-planning participation — attends department or grade-level planning meetings, contributes lesson ideas, and implements shared curriculum decisions within own 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. Cross-functional cooperation — shares student behavioral or academic concerns with school counselors, special education staff, or administrators using timely referral processes O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Co-teaching coordination — partners with special education or ESL teachers to co-deliver lessons, negotiating instructional roles and adapting content jointly for diverse 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. Professional learning community engagement — analyzes shared student work samples with colleagues in structured protocols, contributing specific observations rather than general impressions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student collaborative learning design — structures group projects and team tasks with defined roles, accountability mechanisms, and group process checkpoints 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. Vertical alignment collaboration — works with teachers from feeder and receiving grade levels to map skill progression across years, identifying curricular gaps and redundancies 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. Family partnership building — establishes regular, two-way communication with families of struggling students, involving them as partners in academic support 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.
  3. Interdisciplinary unit co-design — co-creates cross-subject instructional units with colleagues in other departments, integrating learning objectives from multiple disciplines coherently Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Collaborative culture building — establishes norms and structures within professional learning communities that shift colleagues from isolated practice to shared accountability for student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Community partnership development — forges relationships with local organizations, universities, or businesses that create authentic learning opportunities such as internships, guest experts, or service projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Conflict mediation in teams — navigates disagreements within collaborative planning teams by surfacing underlying assumptions and redirecting discussion toward shared student outcome evidence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character11 statements
Emerging
  1. Grading consistency — applies rubric criteria uniformly across all student submissions regardless of personal familiarity with or preference for individual 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.
  2. Mandatory reporting compliance — identifies and reports suspected student abuse or neglect to required authorities in accordance with legal obligations and school policy O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Equitable treatment — monitors own participation patterns to ensure students from all demographic groups receive equivalent questioning, feedback, and instructional attention 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 — maintains appropriate teacher-student boundaries in physical, digital, and social contexts and addresses boundary-testing behaviors directly and promptly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Accountability modeling — acknowledges instructional errors or misjudgments to students openly, demonstrating that mistakes are a normal part of learning and that honesty matters Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical content handling — presents controversial or sensitive subject matter, such as historical atrocities or contested scientific claims, with factual rigor and acknowledgment of multiple scholarly perspectives without personal advocacy 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 stewardship — protects student academic, behavioral, and family information in compliance with FERPA and school policy across all communication channels O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professionalism under pressure — maintains composed, respectful conduct during contentious parent conferences, administrative reviews, or community scrutiny of curriculum choices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — raises curricular or policy concerns through legitimate institutional channels when professional ethics are at stake, documenting reasoning and expected outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Character curriculum integration — designs explicit learning experiences that invite students to examine ethical dilemmas within subject matter, such as scientific responsibility or civic duty, building moral reasoning capacity 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. Inclusive advocacy — identifies and challenges systemic barriers to equitable student participation in courses, assessments, or extracurricular opportunities, and proposes concrete institutional remedies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity11 statements
Emerging
  1. Lesson enrichment — supplements standard textbook content with current events, multimedia examples, or real-world applications that make abstract concepts tangible 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.
  2. Classroom environment design — arranges physical or digital classroom space to signal that student ideas, artifacts, and questions are valued and visible Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Alternative assessment design — creates performance tasks, portfolios, or project-based assessments that allow students to demonstrate mastery through multiple formats 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.
  2. Engagement problem-solving — invents new instructional approaches when a standard lesson format fails to reach a particular class, such as replacing a lecture with a simulation or debate 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 creative production — designs assignments that require students to produce original writing, analysis, models, or arguments rather than reproduce given information Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum innovation — redesigns existing course units by integrating new content frameworks, emerging disciplinary practices, or student-interest anchors that increase rigor and relevance simultaneously 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 constraint navigation — develops high-quality instructional experiences within tight resource, time, or policy constraints by repurposing available materials and community assets imaginatively Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cross-disciplinary connection design — builds lessons that surface non-obvious connections between subject content and other disciplines, current events, or student life experiences 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. Innovative program creation — designs and launches original academic programs, courses, or competitions that did not previously exist in the school and fill identified student need Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Creative pedagogy mentorship — coaches colleagues to move beyond scripted curriculum by modeling and co-designing learner-centered, inquiry-based units that preserve standards alignment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student creative confidence development — systematically builds a classroom culture where intellectual risk-taking and creative failure are celebrated, producing measurable increases in student willingness to generate and defend original ideas 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.
8Growth Mindset11 statements
Emerging
  1. Effort language — uses process-focused praise, such as recognizing specific strategies students applied, rather than ability-based praise during 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.
  2. Challenge framing — introduces difficult texts, problems, or skills to students as opportunities to stretch rather than as high-stakes performance events 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. Failure normalization — designs low-stakes drafts, revision cycles, and practice opportunities so that initial failure is a predictable and productive part of the learning sequence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback seeking — actively solicits student, peer, and administrator feedback on instructional practice and incorporates specific suggestions into subsequent lesson plans Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Persistence modeling — shares examples of expert struggle and revision within the subject discipline to show students that mastery requires sustained effort over 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.
Applying
  1. Growth-oriented assessment design — builds reassessment, revision, and error-analysis structures into course grading policies so that demonstrated growth, not just initial performance, is recognized 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 mindset coaching — identifies students with fixed-mindset responses to academic setbacks and intervenes with individualized conversations linking effort to specific, observable improvement 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 vulnerability — participates in peer observations and instructional coaching cycles by opening one's own classroom to scrutiny and acting on critical feedback transparently Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth mindset culture architecture — establishes department or school-wide norms around effort, revision, and learning from failure that persist beyond individual classrooms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Adversity navigation modeling — maintains instructional quality and student focus during sustained institutional challenges, such as curriculum mandates, resource cuts, or community conflict, and reflects on strategies openly with colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student perseverance curriculum — designs multi-unit learning progressions that intentionally increase in difficulty and complexity over time, equipping students to tolerate and navigate productive struggle independently 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. Classroom presence — begins each lesson by settling the room and establishing eye contact with students before beginning instruction, signaling intentional attention to the group Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional awareness — recognizes when personal frustration or fatigue is affecting tone during instruction and pauses to reset before continuing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student emotional attunement — scans the room during instruction to notice changes in student affect, energy, or engagement and adjusts pacing or content accordingly 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. Transition intentionality — designs explicit transition routines between instructional activities that allow students to mentally shift focus rather than carrying cognitive load from prior 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.
  3. Stress regulation — applies deliberate calming strategies before or after high-stakes interactions, such as parent conferences or administrative observations, to maintain composure and clarity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Attention management instruction — teaches students explicit attention-focusing strategies, such as structured note-taking, reading annotation protocols, or brief reflection pauses, as part of regular 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.
  2. Reactive situation management — responds to sudden classroom crises, unexpected student disclosures, or disruptive events with measured, non-reactive language that stabilizes the environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Workload boundary setting — monitors own professional workload and sets intentional limits on after-hours responsiveness to preserve sustained instructional effectiveness across the school year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Trauma-informed instruction — modifies instructional approach, assessment conditions, and environmental factors in response to observed indicators of student distress, coordinating with support staff proactively 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 culture design — builds classroom rituals and norms, such as opening routines, reflective writing, and structured silence, that develop student capacity for focused, intentional attention over time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Colleague mindfulness support — facilitates or models reflective practices in professional learning communities that help teaching teams process collective stress and approach shared challenges with greater intentionality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Instructional persistence — continues to reteach concepts using alternative strategies when initial instruction does not produce student mastery, rather than moving on prematurely 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. Routine maintenance under stress — sustains classroom procedures and high behavioral expectations during disrupted school days, such as testing weeks or schedule changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Chronic struggle support — sustains consistent effort and positive regard toward students who show minimal academic progress over extended periods, adjusting strategies rather than reducing 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 conversation follow-through — initiates and completes uncomfortable conversations with parents, students, or administrators about poor performance or behavioral concerns rather than avoiding them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Policy resistance navigation — maintains instructional integrity when mandated programs or curricula conflict with evidence-based practice, documenting concerns through appropriate channels while complying professionally Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Multi-year student persistence — invests sustained effort in the academic and personal development of students who present complex challenges, maintaining belief in their growth across an entire school year 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 criticism resilience — continues delivering challenging, standards-aligned curriculum when it faces parental or community opposition, grounding responses in educational rationale and institutional support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Career adversity endurance — sustains high instructional quality and professional conduct through prolonged institutional stressors such as labor disputes, leadership instability, or budget reductions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic change courage — advocates publicly and persistently for equitable resources, curriculum access, or student rights even when doing so involves professional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Crisis instructional continuity — maintains coherent, relationship-centered instruction during school or community crises, such as a student death, school shooting, or public health emergency, prioritizing student safety and connection while continuing to teach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Collective resilience building — creates team and school conditions, such as structured peer support and shared problem-solving norms, that increase the fortitude of the entire faculty during sustained adversity 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.
Show O*NET source anchors60 anchors · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Accounting Teacher · After School Teacher · Algebra Teacher · Art Educator · Art Instructor · Art Teacher · Arts and Crafts Teacher · Athletic Instructor · Athletics Teacher · Band Teacher · Bilingual Teacher · Biology Teacher
RAPIDS apprenticeships
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O*NET skills
InstructingLearning StrategiesActive ListeningSpeakingReading ComprehensionMonitoringSocial PerceptivenessCritical ThinkingActive LearningCoordinationJudgment and Decision MakingWritingComplex Problem SolvingTime ManagementSystems AnalysisSystems EvaluationPersuasionNegotiationService Orientation
Knowledge domains
Education and TrainingEnglish LanguageCustomer and Personal ServiceComputers and ElectronicsPsychologySociology and AnthropologyHistory and Archeology
Abilities
Oral ExpressionWritten ExpressionWritten ComprehensionSpeech ClaritySpeech RecognitionOral ComprehensionNear VisionDeductive ReasoningInductive ReasoningProblem Sensitivity
Work styles
DependabilityOptimismSocial OrientationCooperationEmpathyIntegrity
Technology
Development environment softwareData base user interface and query softwareComputer based training softwareAnalytical or scientific softwareElectronic mail softwareVideo creation and editing softwareProject management softwareCloud-based data access and sharing softwareVideo conferencing softwareSpreadsheet software
Tasks · seed anchors for statements
  1. Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  2. Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  3. Establish and enforce rules for behavior and procedures for maintaining order among students.
  4. Prepare materials and classrooms for class activities.
  5. Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  6. Prepare, administer, and grade tests and assignments to evaluate students' progress.
  7. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  8. Observe and evaluate students' performance, behavior, social development, and physical health.
CIP education codes
13.020113.120313.120513.120613.120713.120813.121113.121213.121313.130213.130413.130513.130613.130713.130813.130913.131113.131213.131413.131513.131613.131713.131813.132113.132213.132313.132413.132513.132613.132813.132913.133013.133113.133213.133313.133513.133713.133813.133913.140113.140213.149916.010116.030016.030116.030216.030316.039916.040216.050016.050116.059916.090016.090116.090216.090516.099916.100116.110116.110216.120016.120216.120316.129916.140916.149916.160116.160216.999919.010123.010126.010127.010130.010130.360130.380130.410130.450140.010140.050140.080145.010145.019945.060145.100145.100245.100345.109950.070150.090154.010154.0102

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.