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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.

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Pathsmith™ Durable Skills Framework

Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Show O*NET source anchors60 anchors · skillscrosswalk.com

O*NET enrichment · 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
—
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.