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Career/Technical Education Teachers, Secondary School

SOC 25-2032.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers career and technical education instruction in secondary school settings, spanning classroom teaching, shop and laboratory management, curriculum design, technology integration, and department leadership across Job Zone 4 preparation levels.

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 materials and classroom setup — prepare and organize under supervisor guidance before scheduled class activities in a secondary CTE environment.
  2. Classroom rules and behavioral procedures — follow and apply established protocols for maintaining student order under cooperating teacher direction.
  3. Instructional objectives — communicate pre-written learning goals to students at the start of each lesson in a structured CTE classroom.
  4. Lectures and group discussions — deliver scripted or templated instructional content using basic teaching methods to small student groups.
  5. Audio-visual aids and word processing software — select and use provided multimedia tools to supplement occupational skill presentations.
  6. Equipment and materials safety procedures — demonstrate and monitor basic safe-use protocols with students following documented safety guidelines.
  7. Student behavior and participation — observe and record notes on individual student engagement during classroom activities under mentor oversight.
  8. Occupational knowledge content — introduce foundational trade or technical concepts using a provided systematic plan of instruction.
  9. CAD or computer-based training software — assist students in accessing and navigating designated CTE technology tools under direct supervision.
  10. Active listening and questioning techniques — apply structured listening strategies during student interactions to check for basic comprehension.
Developing
Mid-level / Established
  1. Instructional plans and lesson sequences — design and execute multi-day units using lectures, demonstrations, and lab activities for CTE courses with reduced supervisor oversight.
  2. Classroom management procedures — establish and consistently enforce behavioral expectations and routines independently across multiple class periods.
  3. Student performance data — observe, document, and evaluate academic progress and behavioral development using district-approved assessment tools.
  4. Occupation-specific skill instruction — deliver systematic instruction in technical knowledge and hands-on skills aligned to a defined occupational pathway.
  5. Multimedia and e-learning platforms — integrate computer-based training software and electronic mail tools to extend and differentiate CTE instruction.
  6. Equipment care and injury prevention — instruct and monitor students on proper use and maintenance of shop or lab equipment with established safety protocols.
  7. Clear lesson objectives — write measurable learning goals for all lessons and units and communicate them explicitly to students at each session.
  8. Student social and health indicators — monitor social development and flag concerns using practiced observation skills and school referral procedures.
  9. Spreadsheet and scheduling software — use productivity tools to manage student records, grade tracking, and classroom scheduling tasks efficiently.
  10. Differentiated teaching strategies — adapt instructional approaches for varied learner needs within the same CTE classroom using researched learning strategies.
Proficient
Senior / Expert IC
  1. Comprehensive CTE curriculum — design, implement, and continuously refine full-course curricula aligned to industry standards and state graduation requirements without supervisory direction.
  2. Complex student performance assessment — evaluate academic, behavioral, and vocational growth holistically and apply findings to individualize instructional interventions.
  3. Non-routine classroom challenges — diagnose and resolve disruptive behavior or learning barriers using advanced judgment and social perceptiveness in high-pressure secondary school settings.
  4. Occupational field knowledge — translate current industry practices and emerging technical knowledge into engaging, accurate classroom instruction across multiple CTE pathways.
  5. Advanced technology integration — deploy CAD software, OCR tools, and multimedia platforms strategically to deepen technical learning and simulate authentic workplace environments.
  6. Cross-curricular connections — coordinate with academic colleagues to reinforce mathematics, language arts, and science content within CTE instruction to support student achievement.
  7. Work-based learning facilitation — design and supervise field studies, industry site visits, and laboratory projects that bridge classroom instruction with real occupational contexts.
  8. Student safety program management — autonomously develop, update, and enforce comprehensive equipment-use and hazard-prevention protocols in shop and lab environments.
  9. Individualized learning pathways — construct and manage personalized instructional sequences for students with diverse learning profiles, IEPs, or advanced readiness within the CTE setting.
  10. Family and stakeholder communication — compose and deliver clear written and oral reports on student progress, behavioral concerns, and program outcomes to parents and administrators.
Advanced
Lead / Principal / Executive
  1. CTE program vision and strategic direction — lead the development and long-range planning of a secondary CTE department aligned to regional workforce demands and district educational goals.
  2. Instructional coaching and peer mentorship — guide and evaluate emerging and developing CTE teachers in evidence-based pedagogy, classroom management, and technical content delivery.
  3. Industry and community partnership development — cultivate advisory board relationships with employers, trade organizations, and postsecondary institutions to ensure program currency and student credentialing opportunities.
  4. Curriculum and assessment policy — author department-level curriculum frameworks, assessment rubrics, and competency standards adopted across multiple CTE pathways school-wide.
  5. Program accreditation and compliance leadership — oversee state and national CTE accreditation processes, ensuring documentation, safety audits, and performance metrics meet or exceed standards.
  6. Budget and resource stewardship — lead procurement, grant writing, and equipment investment planning to sustain and expand CTE program infrastructure and technology.
  7. Data-driven program improvement — analyze multi-year student outcome, credential attainment, and placement data to drive systemic instructional and programmatic reforms at the department level.
  8. Professional development design — design and facilitate school-wide or district-level professional learning experiences that build instructional capacity across the CTE faculty community.
  9. Equity and access advocacy — lead initiatives to remove systemic barriers to CTE enrollment and success for underrepresented student populations, shaping school policy and resource allocation.
  10. Organizational leadership and cross-functional coordination — represent the CTE department at district leadership tables, aligning instructional priorities with school improvement plans and communicating program impact to executive stakeholders.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Show O*NET source anchors61 anchors · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Agricultural Education Instructor · Agricultural Education Teacher · Agriculture Education Instructor · Agriculture Teacher · Agriscience Instructor · Allied Health Teacher · Auto Body Repair Teacher (Automotive Body Repair Teacher) · Auto Mechanics Instructor (Automotive Mechanics Instructor) · Auto Mechanics Teacher (Automotive Mechanics Teacher) · Auto Teacher (Automotive Teacher) · Auto Technology Instructor (Automotive Technology Instructor) · Automotive Instructor
RAPIDS apprenticeships
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O*NET skills
InstructingActive ListeningReading ComprehensionSpeakingLearning StrategiesWritingMonitoringSocial PerceptivenessCritical ThinkingActive LearningCoordinationService OrientationComplex Problem SolvingJudgment and Decision MakingTime ManagementPersuasionNegotiationMathematicsSystems Evaluation
Knowledge domains
Education and TrainingEnglish LanguageComputers and ElectronicsCustomer and Personal ServicePublic Safety and SecurityAdministration and ManagementMathematicsPsychology
Abilities
Oral ExpressionSpeech ClarityWritten ComprehensionOral ComprehensionSpeech RecognitionWritten ExpressionInductive ReasoningProblem SensitivityDeductive ReasoningNear Vision
Work styles
DependabilityCooperationSocial OrientationOptimismIntegrityEmpathy
Technology
Computer aided design CAD softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareDesktop communications softwareMulti-media educational softwareElectronic mail softwareOptical character reader OCR or scanning softwareSpreadsheet software
Tasks · seed anchors for statements
  1. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  2. Establish and enforce rules for behavior and procedures for maintaining order among students.
  3. Prepare materials and classroom for class activities.
  4. Observe and evaluate students' performance, behavior, social development, and physical health.
  5. Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop, and field studies.
  6. Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.
  7. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  8. Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
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.