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 v30.2 SkillsCrosswalk

Emerging

Entry / Apprentice

Lesson materials and classroom setup — prepare and organize under supervisor guidance before scheduled class activities in a secondary CTE environment.
Classroom rules and behavioral procedures — follow and apply established protocols for maintaining student order under cooperating teacher direction.
Instructional objectives — communicate pre-written learning goals to students at the start of each lesson in a structured CTE classroom.
Lectures and group discussions — deliver scripted or templated instructional content using basic teaching methods to small student groups.
Audio-visual aids and word processing software — select and use provided multimedia tools to supplement occupational skill presentations.
Equipment and materials safety procedures — demonstrate and monitor basic safe-use protocols with students following documented safety guidelines.
Student behavior and participation — observe and record notes on individual student engagement during classroom activities under mentor oversight.
Occupational knowledge content — introduce foundational trade or technical concepts using a provided systematic plan of instruction.
CAD or computer-based training software — assist students in accessing and navigating designated CTE technology tools under direct supervision.
Active listening and questioning techniques — apply structured listening strategies during student interactions to check for basic comprehension.

Developing

Mid-level / Established

Instructional plans and lesson sequences — design and execute multi-day units using lectures, demonstrations, and lab activities for CTE courses with reduced supervisor oversight.
Classroom management procedures — establish and consistently enforce behavioral expectations and routines independently across multiple class periods.
Student performance data — observe, document, and evaluate academic progress and behavioral development using district-approved assessment tools.
Occupation-specific skill instruction — deliver systematic instruction in technical knowledge and hands-on skills aligned to a defined occupational pathway.
Multimedia and e-learning platforms — integrate computer-based training software and electronic mail tools to extend and differentiate CTE instruction.
Equipment care and injury prevention — instruct and monitor students on proper use and maintenance of shop or lab equipment with established safety protocols.
Clear lesson objectives — write measurable learning goals for all lessons and units and communicate them explicitly to students at each session.
Student social and health indicators — monitor social development and flag concerns using practiced observation skills and school referral procedures.
Spreadsheet and scheduling software — use productivity tools to manage student records, grade tracking, and classroom scheduling tasks efficiently.
Differentiated teaching strategies — adapt instructional approaches for varied learner needs within the same CTE classroom using researched learning strategies.

Proficient

Senior / Expert IC

Comprehensive CTE curriculum — design, implement, and continuously refine full-course curricula aligned to industry standards and state graduation requirements without supervisory direction.
Complex student performance assessment — evaluate academic, behavioral, and vocational growth holistically and apply findings to individualize instructional interventions.
Non-routine classroom challenges — diagnose and resolve disruptive behavior or learning barriers using advanced judgment and social perceptiveness in high-pressure secondary school settings.
Occupational field knowledge — translate current industry practices and emerging technical knowledge into engaging, accurate classroom instruction across multiple CTE pathways.
Advanced technology integration — deploy CAD software, OCR tools, and multimedia platforms strategically to deepen technical learning and simulate authentic workplace environments.
Cross-curricular connections — coordinate with academic colleagues to reinforce mathematics, language arts, and science content within CTE instruction to support student achievement.
Work-based learning facilitation — design and supervise field studies, industry site visits, and laboratory projects that bridge classroom instruction with real occupational contexts.
Student safety program management — autonomously develop, update, and enforce comprehensive equipment-use and hazard-prevention protocols in shop and lab environments.
Individualized learning pathways — construct and manage personalized instructional sequences for students with diverse learning profiles, IEPs, or advanced readiness within the CTE setting.
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

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.
Instructional coaching and peer mentorship — guide and evaluate emerging and developing CTE teachers in evidence-based pedagogy, classroom management, and technical content delivery.
Industry and community partnership development — cultivate advisory board relationships with employers, trade organizations, and postsecondary institutions to ensure program currency and student credentialing opportunities.
Curriculum and assessment policy — author department-level curriculum frameworks, assessment rubrics, and competency standards adopted across multiple CTE pathways school-wide.
Program accreditation and compliance leadership — oversee state and national CTE accreditation processes, ensuring documentation, safety audits, and performance metrics meet or exceed standards.
Budget and resource stewardship — lead procurement, grant writing, and equipment investment planning to sustain and expand CTE program infrastructure and technology.
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.
Professional development design — design and facilitate school-wide or district-level professional learning experiences that build instructional capacity across the CTE faculty community.
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.
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 Index Jadhav & Danve, 2026 WEF Skills Taxonomy

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

AI-assisted lesson drafting — accepts AI-generated outlines and discussion prompts for individual units, then manually reviews each element against course standards before use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Occupation-specific vocabulary support — uses an LLM to generate glossaries and definition lists for technical terms in a career pathway, checking accuracy against industry references WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..

Developing

Differentiated material generation — directs an AI tool to produce tiered reading passages and practice exercises at varying Lexile levels, then selects and edits outputs to match students' assessed skill gaps 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..
Student performance feedback drafting — delegates routine written feedback comments on lab reports and project rubrics to an AI assistant, reviewing each comment for accuracy and tone before returning work to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Instructional demonstration scripts — uses an AI tool to draft step-by-step procedure guides for shop or lab demonstrations, then verifies every safety step and technical specification by hand Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..

Proficient

Systematic curriculum sequencing — orchestrates an AI assistant through multi-unit course redesigns by supplying occupational competency standards as prompts, validating each generated scope-and-sequence against state CTE frameworks 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..
Assessment bank construction — directs an LLM to generate scenario-based test items aligned to industry credentials, then audits each item for construct validity and removes those that misrepresent real-world job tasks Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Adaptive lesson pacing — interprets AI-summarized formative assessment data to identify skill gaps across a class section and adjusts the following week's instructional sequence accordingly 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..
Parent and stakeholder communication — uses an AI drafting tool to produce progress report narratives and program update letters, editing outputs to reflect accurate student performance data before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..

Advanced

AI workflow integration leadership — designs classroom-wide protocols that embed AI tools into student project research, technical writing, and self-assessment cycles, retaining human judgment for grading and credentialing decisions 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..
Cross-program competency mapping — directs AI agents to cross-reference local labor market data with O*NET task lists and state CTE standards, then synthesizes outputs into revised program pathways that require expert validation 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..
Pedagogical evaluation of AI outputs — evaluates the automation feasibility of specific CTE instructional tasks, distinguishing which AI-generated content safely reduces teacher workload from which requires full professional authorship, and documents that boundary for department-wide use 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..

Evidence pack

AEI usage: Task observations: 683
Augment share: 68.3%
Time saved: 86.1%
AI autonomy: 2.99
SAFI positioning: Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster: Human-Technology Interaction
human_technology_interaction

Sources:Anthropic Economic Index WEF Skills Taxonomy Jadhav & Danve, 2026

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable Skills O*NET v30.2

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.

1Communication14 statements

Emerging

Course objective delivery — articulates lesson goals and skill expectations to secondary CTE students using straightforward verbal explanations at the start of each unit 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.
Student instruction explanation — describes technical procedures and safety rules using basic terminology appropriate to the occupational field being taught O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Written material preparation — drafts simple handouts, rubrics, and assignment sheets that convey task requirements clearly to students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Multi-modal lesson delivery — combines verbal explanation, demonstration, and visual aids to communicate technical concepts to students with varying learning backgrounds 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.
Parent and stakeholder communication — composes progress reports and conference summaries that translate student performance data into accessible language for families Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Classroom procedure communication — establishes and conveys behavioral expectations and shop or lab safety protocols through consistent verbal and written messaging O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Industry terminology scaffolding — introduces occupation-specific vocabulary in structured, contextual ways that build student comprehension incrementally 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

Differentiated instructional communication — adjusts explanations, pacing, and questioning techniques in real time to match the comprehension levels of individual students during CTE labs and discussions 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.
Objective-driven lesson framing — opens every lesson by communicating clear, measurable learning objectives and closes with structured review that reinforces key technical and academic takeaways O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Professional audience presentation — delivers program information to advisory board members, employers, and administrators using industry-appropriate language and organized visual supports Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student feedback delivery — provides specific, actionable oral and written feedback on technical projects, lab performance, and workplace-readiness 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.

Exceeding

Cross-disciplinary communication leadership — collaborates with academic teachers and industry partners to develop integrated communications that align CTE program goals with school-wide literacy and career readiness standards 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.
Program advocacy communication — presents CTE program outcomes, enrollment data, and industry alignment evidence compellingly to district leadership and community stakeholders to secure resources and support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mentor-level instructional modeling — coaches emerging CTE teachers in effective technical communication strategies including demonstration sequencing, questioning scaffolds, and formative feedback language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

2Leadership11 statements

Emerging

Classroom routine initiation — takes ownership of establishing daily opening procedures and material distribution to create a predictable, orderly CTE learning environment 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.
Student group facilitation — assigns roles and guides small groups through hands-on projects, providing basic direction and monitoring progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Student organization sponsorship — guides CTE student organizations such as SkillsUSA or FBLA by mentoring officers, coordinating activities, and connecting students to competitive opportunities 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.
Behavioral accountability leadership — enforces classroom and shop rules consistently and addresses conduct issues with clear consequences that model professional workplace norms O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Project leadership scaffolding — structures multi-week capstone or industry-simulation projects by assigning student leadership roles and coaching teams through goal-setting and task management Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Program development ownership — leads curriculum revision cycles by gathering industry input, analyzing student outcome data, and updating course sequences to reflect current occupational standards 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.
Advisory committee leadership — chairs or actively directs CTE advisory board meetings, setting agendas, facilitating employer input, and translating recommendations into program improvements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Classroom culture leadership — models professional workplace behaviors, initiative, and accountability daily, establishing a culture where students internalize career-readiness 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.

Exceeding

Department or pathway leadership — leads a CTE pathway team or department by mentoring colleagues, coordinating articulation agreements, and driving coherent vertical curriculum alignment across grade levels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Regional CTE leadership — represents the school or district on state advisory panels, curriculum committees, or professional associations, influencing policy and best-practice dissemination for technical education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student leadership development system — designs and implements a structured student leadership development sequence within the CTE program that prepares students for supervisory and entrepreneurial roles in their chosen fields 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.

3Metacognition11 statements

Emerging

Lesson reflection initiation — reviews what went well and what did not after each CTE lesson, noting where student confusion arose and what instructional adjustments may be needed Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Personal knowledge gap recognition — identifies areas of the technical content where personal occupational knowledge needs updating and seeks out relevant professional development or industry resources Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Instructional strategy monitoring — tracks which teaching approaches—lecture, demonstration, simulation, lab—produce the strongest student skill gains and adjusts future planning 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.
Assessment alignment reflection — evaluates whether lesson objectives, instructional activities, and assessments are coherently aligned and revises misalignments before the next unit delivery 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.
Pedagogical learning strategy — deliberately experiments with new instructional models such as project-based learning or competency-based progression, evaluating outcomes against prior approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Data-informed self-regulation — analyzes student performance trends across assessments to diagnose patterns in one's own instructional effectiveness and systematically modifies practice 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.
Professional learning planning — sets specific annual goals for deepening technical content knowledge and pedagogical skill, selecting targeted professional development experiences to address identified gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Curriculum pacing metacognition — monitors whether pacing guides and unit plans are realistic given actual student readiness levels and revises scope and sequence mid-cycle when evidence warrants Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Reflective practice modeling — explicitly demonstrates metacognitive habits to students by thinking aloud about instructional decisions, modeling how professionals plan, monitor, and evaluate their own work Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Systemic instructional inquiry — conducts structured action research within the CTE program, using classroom data to test hypotheses about instruction, document findings, and share insights with colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mentorship of reflective practice — guides new CTE teachers in developing personal reflection routines, lesson analysis protocols, and growth-planning processes that build long-term professional self-awareness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

4Critical Thinking11 statements

Emerging

Safety hazard identification — recognizes common equipment and materials risks in the CTE lab or shop setting and applies established protocols to prevent injury O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Student work analysis — examines completed student projects or assessments to identify whether basic skill benchmarks have been met or whether reteaching is needed 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

Curriculum relevance evaluation — assesses whether current course content, resources, and activities align with updated industry standards and labor market expectations, flagging gaps for revision 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.
Student behavior pattern analysis — observes behavioral and social development trends across the class and identifies underlying causes—skill gaps, disengagement, social dynamics—before selecting interventions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Assessment validity critique — evaluates whether tests, rubrics, and performance tasks actually measure the intended occupational competencies and revises instruments that produce misleading results Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Evidence-based instructional decision-making — draws on student performance data, observational evidence, and industry feedback to make reasoned decisions about which students need intervention and which are ready for advancement 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.
Scenario-based problem framing — designs realistic workplace problem scenarios that require students to analyze information, evaluate options, and justify technical decisions rather than apply rote procedures 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.
Resource and technology evaluation — critically compares textbooks, software, equipment, and online resources against occupational standards and student learning needs before adoption Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Program logic critique — systematically evaluates the entire CTE pathway—course sequence, assessment system, articulation agreements, industry partnerships—against evidence of student career outcomes and proposes structural improvements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Cross-sector trend analysis — synthesizes emerging occupational trends, regional labor market data, and credentialing shifts to make forward-looking arguments for curriculum evolution to school leadership 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.
Critical thinking instruction design — builds explicit critical and analytical thinking skill development into CTE course curricula so students graduate with transferable problem-solving competencies alongside technical skills Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

5Collaboration11 statements

Emerging

Team teaching coordination — communicates course goals and student needs with co-teachers or paraprofessionals assigned to the CTE classroom to ensure consistent instructional support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Peer resource sharing — shares lesson materials, rubrics, or industry contacts with fellow CTE teachers when requested, contributing to a collegial team environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Industry partner relationship building — works with local employers, trade organizations, and credentialing bodies to align curriculum, arrange site visits, and secure guest speakers for the CTE program 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.
Cross-curricular collaboration — partners with English, math, and science teachers to identify and reinforce academic skills embedded in CTE technical content, supporting integrated learning 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.
Student team facilitation — structures cooperative learning and project-based tasks that require students to collaborate, divide responsibilities, and resolve group tensions under teacher guidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Advisory board co-creation — collaborates with employer advisory board members to co-develop competency frameworks, capstone project criteria, and mock interview or workplace simulation 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.
IEP and support team collaboration — works alongside special education teachers, counselors, and administrators to design and implement accommodations that allow all students to access CTE technical 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.
Postsecondary articulation coordination — partners with community college faculty and dual enrollment coordinators to align course content, assessments, and credit-granting criteria across educational levels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Regional pathway consortium leadership — collaborates across multiple schools, districts, and postsecondary institutions to build a coherent regional CTE career pathway with shared standards, assessments, and work-based learning infrastructure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Community ecosystem development — builds and sustains a network of employers, nonprofits, postsecondary partners, and workforce agencies that collectively provide students with internships, mentorship, and job placement opportunities 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.
Collaborative research and improvement — leads or participates in professional learning communities that use collaborative inquiry, peer observation, and shared data analysis to continuously improve CTE instruction across the department Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

6Character11 statements

Emerging

Professional conduct modeling — arrives prepared, respects student confidentiality, and maintains consistent follow-through on commitments made to students and colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Equity-aware student interaction — treats all students equitably regardless of background, demonstrating fairness in grading, discipline, and participation opportunities 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

Ethical grading practice — applies assessment criteria consistently and transparently, providing documented rationale for evaluations and addressing student or parent concerns with honesty and professionalism Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Safety accountability — holds oneself and students accountable for following all lab and shop safety procedures, refusing to allow expediency to compromise safe practice O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Workplace ethics instruction — explicitly teaches professional ethics, academic integrity, and occupational codes of conduct relevant to the specific career area being studied 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

Professional role modeling — embodies the workplace professionalism, reliability, communication standards, and ethical conduct expected of practitioners in the occupational field, making character visible as a curricular element 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.
Accountability in student advocacy — takes personal responsibility for student outcomes, escalates concerns about student wellbeing or barriers to achievement through appropriate channels, and follows through consistently Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Transparent program stewardship — manages program budgets, equipment inventories, and industry partnership agreements with documented accountability and ethical handling of resources Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Ethical program leadership — establishes and defends program policies that uphold equity, student dignity, and professional integrity even when facing institutional pressure to compromise standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Character curriculum integration — designs explicit instructional sequences that develop students' professional ethics, civic responsibility, and personal integrity as career-ready competencies alongside technical skills 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.
Trust-based institutional reputation — builds a CTE program culture so consistently characterized by integrity and professionalism that it earns the sustained confidence of families, employers, and school leadership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

7Creativity11 statements

Emerging

Instructional variety introduction — experiments with different lesson formats—demonstration, simulation, hands-on project—to vary the learning experience and sustain student engagement in 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.
Resource adaptation — modifies existing lesson materials, lab exercises, or industry scenarios to better fit the specific context, equipment, or student needs of the current class Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Project-based learning design — creates authentic, occupation-relevant project scenarios that require students to apply technical skills in novel, real-world problem contexts rather than executing scripted procedures 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.
Creative classroom environment design — arranges the CTE lab, shop, or classroom to simulate a professional workplace environment that sparks student curiosity and occupational identity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Technology integration innovation — identifies and pilots emerging digital tools, simulation software, or industry-used technologies as instructional resources before they become standard classroom practice 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

Interdisciplinary unit design — develops integrated CTE units that creatively connect technical content with mathematics, literacy, science, or social studies in ways that deepen understanding of both domains 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.
Student entrepreneurship facilitation — designs learning experiences that challenge students to generate original business concepts, technical solutions, or creative products within the occupational domain Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Assessment reinvention — replaces conventional tests with performance-based assessments, competitions, portfolios, or client-facing presentations that authentically reflect how professionals demonstrate competence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Curriculum innovation leadership — creates new course designs, pathway models, or instructional frameworks that are adopted by other teachers or districts as exemplary models for CTE program development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Industry-school co-creation — partners with employers to co-design novel learning experiences—micro-internships, industry challenges, live client projects—that have no precedent in existing CTE program models 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.
Student creativity development system — builds a coherent, program-wide progression for developing student creative and entrepreneurial thinking as a documented CTE learning outcome, with assessment evidence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

8Growth Mindset11 statements

Emerging

Professional development participation — attends required and optional CTE teacher training, industry update sessions, and credentialing workshops with openness to new instructional and technical knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student struggle normalization — communicates to students that skill-building in technical fields requires repeated practice and that initial errors are expected parts of the learning process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Feedback receptivity — actively solicits and acts on feedback from instructional coaches, administrators, and peer teachers regarding observed instructional practices in the CTE classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Occupational currency maintenance — pursues ongoing technical skill updates through industry recertification, summer work experience, or professional association engagement to keep pace with occupational change 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.
Student persistence cultivation — designs instructional sequences with appropriately challenging tasks that require students to persist, revise, and iterate before achieving mastery of technical skills 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

Failure-forward classroom culture — establishes CTE classroom norms where mistakes in lab or project work are treated as diagnostic learning data, with structured reflection and reattempt opportunities built into assessments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Continuous curriculum growth — regularly revises and upgrades curriculum units based on new industry standards, student outcome data, and pedagogical research rather than relying on established materials indefinitely 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.
Challenge-seeking professional stance — voluntarily takes on new program responsibilities, unfamiliar technical content areas, or innovative instructional models as growth opportunities rather than avoiding them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Growth mindset program design — embeds explicit growth mindset language, practices, and reflection tools throughout the CTE course sequence, building student belief in their own technical development capacity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Learning culture leadership — mentors colleagues and students in reframing setbacks, credential exam failures, and project failures as pivotal learning experiences that accelerate long-term professional development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Adaptive expertise modeling — publicly demonstrates continued learning and occupational development to students and staff—through industry recertification, skill competitions, or new course development—as a living model of professional growth 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

Classroom presence management — maintains focused attention during instruction and student interactions, avoiding distraction from administrative tasks during active teaching time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Emotional tone awareness — recognizes when classroom energy, student anxiety, or personal stress is affecting the quality of instruction and takes brief steps to reset before continuing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Student emotional attunement — observes shifts in individual student engagement, emotional state, or social behavior during class and adjusts instructional approach or checks in with students 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.
Intentional pacing — builds deliberate pauses, processing time, and formative check-ins into lesson delivery rather than rushing through technical content to meet pacing guide pressure 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.
Stress response regulation — manages the competing demands of lab supervision, curriculum planning, advisory duties, and administrative requirements without allowing stress to surface as reactive behavior toward students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Attentive safety monitoring — maintains continuous, focused situational awareness during lab and shop sessions, scanning for emerging hazards, student confusion, or equipment misuse before incidents occur 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.
Responsive instructional presence — reads real-time cues from students during lessons—confusion, boredom, high engagement—and responds with deliberate in-the-moment adjustments rather than rigid adherence to the lesson 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.
Intentional relationship investment — allocates focused, unhurried attention to individual student interactions, making students feel heard and valued during check-ins, feedback conversations, and advising moments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Mindful classroom culture design — intentionally structures CTE learning environments that reduce unnecessary cognitive load and anxiety, allowing students to focus fully on technical skill acquisition and problem-solving Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mindfulness in high-stakes moments — maintains calm, deliberate composure during safety incidents, student crises, or program-threatening challenges, modeling the regulated response expected of technical professionals under pressure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mindful professional mentorship — coaches emerging CTE teachers in recognizing and managing attentional and emotional demands of the profession, building sustainable mindful practice into their long-term career habits Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

10Fortitude11 statements

Emerging

Persistence through planning challenges — continues developing lesson materials and lab setups even when resources, equipment, or administrative support are limited Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Difficult student behavior engagement — addresses disruptive or disengaged student behavior consistently rather than avoiding confrontation or lowering 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.

Developing

Program resource advocacy — persists in seeking industry donations, grant funding, and administrative support for equipment and materials despite repeated obstacles or bureaucratic delays Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Curriculum change resilience — maintains instructional quality and student focus when required curriculum revisions, new credentialing standards, or administrative mandates disrupt established program routines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student crisis response steadiness — supports students experiencing personal hardship, workplace placement difficulties, or academic failure with consistent, non-reactive guidance rather than frustration or withdrawal 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

Sustained high-expectation teaching — maintains rigorous technical and professional standards for all students across the full school year without lowering the bar in response to pressure, fatigue, or low initial student performance 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.
Advocacy under institutional resistance — continues to champion necessary program improvements, equity-focused practices, or resource requests through appropriate channels even when facing skepticism or inertia from administration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Complex cohort management — persists in designing and delivering effective instruction for classes with wide skill ranges, multiple students with IEPs, and significant behavioral challenges without abandoning differentiated practice 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

Program survival leadership — guides a CTE program through enrollment crises, budget cuts, staffing losses, or community skepticism by sustaining instructional quality and strategically rebuilding program support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Long-arc student development commitment — maintains investment in students who demonstrate chronic disengagement, repeated credential failures, or significant personal obstacles, designing persistent, individualized pathways toward career 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.
Systemic change perseverance — drives multi-year improvements in CTE program quality, equity, and industry relevance by sustaining reform efforts through leadership changes, political obstacles, and slow institutional change Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Sources:Pathsmith Durable Skills O*NET v30.2

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O*NET enrichment · 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

Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
Establish and enforce rules for behavior and procedures for maintaining order among students.
Prepare materials and classroom for class activities.
Observe and evaluate students' performance, behavior, social development, and physical health.
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.
Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
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