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Special Education Teachers, Kindergarten

SOC 25-2055.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers instructional planning, delivery, assessment, IEP management, assistive technology integration, and stakeholder communication for special education teachers working with kindergarten-age students with disabilities in school-based settings.

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. Individualized Education Programs (IEPs) — review and follow under direct supervisor guidance in a kindergarten special education classroom.
  2. Course materials and handouts — prepare basic versions using word processing and office suite software with mentor feedback.
  3. Classroom discussions — participate in facilitation under the direction of a cooperating teacher in an inclusive kindergarten setting.
  4. Student assignments and classwork — grade using provided rubrics and scoring guides under close supervisory oversight.
  5. Instructional lectures and lessons — deliver pre-scripted content to small groups of kindergarten students with disabilities under observation.
  6. Active listening techniques — apply during student interactions to identify communication needs in a structured classroom environment.
  7. Educational software and computer-based training tools — operate basic programs to support student learning activities as directed.
  8. Behavioral support protocols — follow established classroom management procedures under the guidance of a lead special education teacher.
  9. Student progress data — record observations into database systems using provided templates and formats.
  10. Reading comprehension strategies — implement pre-selected instructional approaches with individual students under direct professional supervision.
Developing
Mid-level / Established
  1. Differentiated lesson plans — design and deliver with reduced oversight, adapting pacing and materials for kindergarten students with varied disability profiles.
  2. IEP goals and objectives — monitor student progress toward and update records routinely using spreadsheet and database software.
  3. Classroom discussions — initiate and facilitate with growing independence, using active questioning techniques to engage students with communication challenges.
  4. Homework assignments and syllabi-equivalent planning documents — prepare independently, aligning content to IEP goals and general education standards.
  5. Student work samples and assessments — evaluate and grade systematically, providing written feedback calibrated to each learner's developmental level.
  6. Learning strategies — select and apply evidence-based approaches for students with diverse learning needs in familiar instructional contexts.
  7. Electronic mail and communication platforms — use to coordinate routinely with parents, paraprofessionals, and related service providers.
  8. Presentation software and graphics tools — create visually accessible instructional materials that support comprehension for young learners with disabilities.
  9. Critical thinking frameworks — apply when reviewing student performance data to adjust instruction within established classroom routines.
  10. Voice recognition and assistive device software — configure and support for individual students as part of routine technology integration.
Proficient
Senior / Expert IC
  1. Comprehensive IEPs — develop, implement, and evaluate autonomously across the full annual cycle for a diverse caseload of kindergarten students.
  2. Specialized instructional lectures and learning experiences — design and deliver with full independence, incorporating multi-modal approaches for students with complex needs.
  3. Classroom and small-group discussions — facilitate skillfully, moderating peer interactions and building oral expression and comprehension in students with communication disorders.
  4. Assessment systems — construct and administer formative and summative tools that accurately capture progress for students with kindergarten-level disabilities.
  5. Curriculum and course materials — author comprehensive packages including differentiated assignments, accommodations, and adaptive handouts aligned to standards.
  6. Non-routine behavioral and learning challenges — analyze and resolve by applying advanced critical thinking and psychological knowledge in real classroom situations.
  7. Data-driven instructional decisions — execute using integrated database, spreadsheet, and reporting tools to track and communicate student outcomes.
  8. Family and interdisciplinary team communication — lead with clarity and integrity, synthesizing written and oral information for diverse audiences.
  9. Assistive technology solutions — evaluate, select, and implement across a range of devices and software platforms to maximize student access and independence.
  10. Active learning and learning-strategy frameworks — apply and refine continuously, adapting evidence-based practices to address individualized student profiles.
Advanced
Lead / Principal / Executive
  1. Special education program vision and instructional standards — establish and communicate across a kindergarten-level department or district, driving systemic improvement.
  2. Mentorship and professional development — design and deliver for emerging and developing special education teachers, building organizational instructional capacity.
  3. IEP policy and compliance frameworks — lead development and oversight of, ensuring legal and ethical integrity across a full team of educators.
  4. Assessment and accountability systems — architect at the program level, using advanced data analysis to inform resource allocation and strategic planning.
  5. Inclusive curriculum design — lead cross-functional teams in creating differentiated, research-based materials scalable across multiple early childhood special education settings.
  6. Classroom discussion and instructional facilitation models — codify as replicable best practices and disseminate through professional learning communities and formal training.
  7. Technology integration strategy — direct the adoption and evaluation of educational, assistive, and administrative technology platforms across a school or district context.
  8. Family and community engagement initiatives — design and champion organization-wide, fostering sustained partnerships that amplify student outcomes for children with disabilities.
  9. Research and applied scholarship — translate current findings in psychology, education, and special education law into actionable instructional policy for the organization.
  10. Organizational culture of dependability, cooperation, and intellectual curiosity — model and cultivate across a special education faculty, influencing professional norms at scale.

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-assisted lesson material drafting — uses an LLM to generate first-draft handouts, homework assignments, and classroom activity prompts for students with diverse learning needs, reviewing each output before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic IEP documentation support — pastes student observation notes into an AI assistant to produce structured summaries, then cross-checks the output against direct knowledge of the student before filing.
Developing
  1. Differentiated-instruction scaffolding — directs an AI tool to reformat or simplify reading passages at multiple Lexile levels, verifying alignment with each student's IEP goals before classroom use 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. Grading rubric generation — delegates drafts of standards-aligned rubrics for class assignments to an AI assistant, then edits criteria to reflect the individualized benchmarks of each learner Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Discussion facilitation planning — uses an AI assistant to brainstorm structured discussion protocols and sentence starters tailored to students with communication or language processing needs, retaining ownership of all in-room facilitation 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..
Proficient
  1. Multi-modal curriculum adaptation — orchestrates an AI workflow to convert a single lesson plan into visual, auditory, and kinesthetic variants simultaneously, then evaluates pedagogical appropriateness for each student's disability profile 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. Progress-monitoring report drafting — hands off raw assessment data and teacher observation logs to an AI assistant to produce narrative progress reports, then revises tone, accuracy, and legal compliance before sharing with families Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Speaking-skill gap analysis — pairs direct observation of student verbal interactions with AI-generated transcription and language analysis, integrating findings into instructional adjustments while keeping all diagnostic judgment human-led 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..
  4. Active-listening coaching content — commissions an AI tool to draft social-story scripts and role-play scenarios that build active-listening skills in students with social-communication challenges, evaluating developmental appropriateness before use.
Advanced
  1. AI-augmented IEP development cycle — leads a systematic process in which AI tools draft goal language, accommodation menus, and transition-planning components from structured teacher input, while the teacher owns all legal, ethical, and family-communication responsibilities Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Institutional AI-use policy guidance — advises school teams on where AI autonomy is appropriate versus where direct teacher judgment is non-negotiable in special education contexts, drawing on firsthand experience with tool limitations and student-privacy obligations 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..
  3. Learning-strategy personalization at scale — designs AI-assisted assessment pipelines that map each student's learning-strategy profile to a curated bank of differentiated resources, iteratively refining the pipeline based on outcome data across the caseload 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: 3264
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.91
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication16 statements
Emerging
  1. IEP vocabulary introduction — uses foundational special education terminology when speaking with parents and paraprofessionals during initial team meetings 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 instruction delivery — presents simple, concrete directions to kindergarten students with disabilities using visual supports and repetition O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written progress notes — drafts basic observational notes on student behavior and skill acquisition for review by supervising staff Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Family communication — sends routine updates to caregivers about daily classroom activities using accessible, jargon-free language O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Differentiated verbal instruction — adjusts spoken language complexity, pacing, and tone to match the communication needs of individual kindergarten learners with varying disabilities 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. IEP meeting communication — articulates student present levels of performance and goal rationale clearly to multidisciplinary team members and families O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Augmentative communication support — models and prompts use of AAC devices and picture exchange systems during structured instructional activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Written report drafting — composes progress reports and evaluation summaries using evidence-based data and parent-friendly language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Multi-audience communication — tailors message content and format when speaking with kindergarteners, families, general education colleagues, and related service providers within the same school day 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. Data-driven IEP narrative — writes comprehensive IEP goals, present levels, and service rationale grounded in assessment data and aligned to developmental standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening in family conferences — reflects and paraphrases caregiver concerns accurately to build trust and ensure shared understanding of student needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Crisis communication — delivers calm, clear behavioral redirection scripts to students in dysregulation while simultaneously signaling support staff nonverbally Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Cross-system communication leadership — leads communication protocols across school, district, and community agency partners to ensure coordinated service delivery for students with complex needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Mentored IEP writing — coaches novice teachers in crafting legally compliant, family-centered IEPs through guided feedback on structure, tone, and measurability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Family advocacy communication — facilitates difficult conversations with families about eligibility, placement, and transition decisions using culturally responsive and legally grounded framing O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Professional development facilitation — presents evidence-based inclusive communication strategies to school staff through structured workshops and modeling sessions 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.
2Leadership16 statements
Emerging
  1. Classroom routine ownership — takes responsibility for establishing predictable daily schedules that support students with disabilities in the kindergarten environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Para-educator direction — gives clear task assignments to paraprofessionals during small group instruction under supervisor guidance O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student advocacy initiation — identifies a student's unmet need and raises it with the supervising teacher or support team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Team participation — contributes observations about student progress during IEP team meetings when prompted by lead educators Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Paraprofessional supervision — directs and monitors paraprofessional implementation of instructional and behavioral strategies within the special education classroom O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. IEP process facilitation — coordinates scheduling, data collection, and documentation tasks leading up to annual IEP meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student self-determination coaching — scaffolds kindergarten students' ability to make simple choices and express preferences as foundational self-advocacy skills Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Inclusive practice promotion — initiates conversations with general education kindergarten teachers about co-teaching roles and inclusive programming options Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. IEP team leadership — chairs annual and triennial IEP meetings, guiding stakeholders through agenda, data review, goal-setting, and consensus-building O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral leadership — leads implementation of individualized behavior intervention plans across classroom, specials, and common areas by coordinating all staff roles 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. Transition planning initiation — leads conversations with families and kindergarten-to-first-grade teams to ensure continuity of supports and services O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Crisis response leadership — assumes decision-making authority during behavioral emergencies, directing staff and securing student safety per established protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. District-level special education advocacy — represents the needs of kindergarten students with disabilities in curriculum adoption, policy design, and program evaluation committees Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentor teacher role — formally mentors student teachers and first-year special educators through structured observation, feedback cycles, and professional goal-setting 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. Systems change leadership — identifies gaps in early childhood special education programming and leads cross-functional teams to design and pilot improvements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Professional learning community leadership — facilitates school-wide PLCs focused on inclusive kindergarten practices, data-driven instruction, and family partnership 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.
3Metacognition16 statements
Emerging
  1. Lesson reflection — identifies one strength and one area for improvement after delivering a kindergarten special education lesson using a structured self-evaluation tool Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — recognizes which instructional strategies were effective for specific students and articulates the reasoning to a mentor 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. IEP goal comprehension — monitors own understanding of IEP objectives and seeks clarification from supervisors when goal language is ambiguous Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Professional bias recognition — begins to identify personal assumptions about disability and developmental expectations that may influence instructional decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional self-monitoring — tracks alignment between planned lesson objectives and actual student engagement data to adjust future lessons 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 selection — consciously chooses among explicit instruction, modeling, and guided practice based on student disability profiles and progress data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Feedback integration — incorporates supervisor and peer feedback into revised instructional plans within a defined professional growth cycle Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Assessment of own knowledge gaps — identifies specific areas of special education law, methodology, or disability category where additional learning is needed and pursues targeted professional development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Reflective practice cycle — routinely analyzes student outcome data against instructional decisions to refine approach and document reasoning in lesson planning records 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. Cognitive load self-regulation — recognizes when managing competing IEP, behavioral, and instructional demands is affecting decision quality and applies prioritization strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Adaptive planning — monitors whether a student's IEP goals remain appropriately ambitious and adjusts intervention intensity or methodology based on ongoing self-evaluation of results 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.
  4. Metacognitive modeling — explicitly thinks aloud during early literacy or numeracy tasks to demonstrate self-monitoring strategies for kindergarteners with learning disabilities 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. Expert reflective inquiry — designs personal action research projects to investigate the impact of specific instructional approaches on kindergarten students with disabilities and shares findings with the professional community Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Metacognitive mentorship — coaches colleagues to develop structured reflection habits by modeling reflective journaling, lesson study, and data debriefing protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. System-level thinking audit — evaluates programmatic assumptions embedded in school-wide assessment and placement practices and proposes evidence-based alternatives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Metacognitive curriculum integration — embeds self-monitoring and self-regulation skill instruction into IEP goals and daily routines for kindergarteners across disability categories Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking16 statements
Emerging
  1. Assessment data interpretation — reads and identifies basic patterns in screening data to flag kindergarten students who may require further evaluation 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. Eligibility criteria review — applies checklist-level understanding of IDEA disability categories to initial referral documentation under supervisor guidance O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral antecedent identification — observes and records antecedent-behavior-consequence (ABC) data to begin identifying patterns in student behavior 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.
  4. Instructional material evaluation — compares two curricula for accessibility features and selects one based on student disability profiles with mentor support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Evaluation report analysis — interprets psychoeducational assessment reports to identify instructional implications for individual kindergarten students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Evidence-based practice selection — evaluates the research base of proposed interventions before recommending them for inclusion in a student's IEP Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral hypothesis formation — analyzes ABC data to generate and test hypotheses about the function of a student's challenging behavior 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.
  4. Assumption challenging — questions whether a student's lack of progress reflects instructional mismatch rather than disability severity and investigates alternative explanations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. IEP goal quality analysis — evaluates proposed IEP goals for measurability, alignment to present levels, and appropriateness to kindergarten developmental context 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. Eligibility determination reasoning — synthesizes multiple data sources including observation, standardized testing, and family input to construct a well-reasoned eligibility argument O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Intervention efficacy evaluation — applies single-case design logic to student progress data to determine whether an instructional intervention is producing meaningful 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.
  4. Legal and ethical analysis — identifies when a proposed educational decision may conflict with IDEA procedural safeguards and constructs a rationale for the appropriate course of action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program evaluation — designs and executes a systematic evaluation of the kindergarten special education program using multiple data sources and presents findings with evidence-based recommendations 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. Diagnostic reasoning leadership — leads team through complex eligibility or placement decisions by structuring evidence review, surfacing competing interpretations, and facilitating reasoned consensus Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Policy critique — analyzes district-level assessment or placement policies for unintended consequences for students with disabilities and proposes revisions with supporting rationale Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Research translation — critically appraises peer-reviewed special education research for methodological rigor and translates findings into actionable classroom practices for colleagues 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.
5Collaboration16 statements
Emerging
  1. Co-teaching participation — contributes to shared instruction in the general education kindergarten classroom by implementing assigned roles under the lead teacher's direction 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. Related services coordination — shares basic student progress observations with speech-language pathologists and occupational therapists during scheduled check-ins O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Family engagement initiation — introduces self to families at the start of the school year and establishes communication preferences and schedules Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Paraprofessional teamwork — cooperates with classroom paraprofessionals to implement daily schedules and transition routines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP team collaboration — actively contributes instructional data and student observations during IEP team meetings alongside evaluators, administrators, and families O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Co-teaching model negotiation — works with the general education kindergarten teacher to define co-teaching roles and plan differentiated lessons that benefit all 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.
  3. Interdisciplinary communication — shares student behavioral and academic data with related service providers to align intervention goals across settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Conflict navigation — addresses differences of opinion with team members about student placement or services using respectful, evidence-focused dialogue Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Integrated service planning — leads collaborative development of coordinated support plans that align IEP goals with speech, OT, PT, and behavioral services in the kindergarten context 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-professional partnership — builds ongoing, trust-based relationships with families by involving them as full partners in goal-setting, progress monitoring, and problem-solving 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. Cross-role co-teaching — designs and delivers co-taught lessons with the general education teacher using parallel, station, or team-teaching models matched to student needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Collaborative problem-solving — facilitates structured team problem-solving meetings using a shared protocol when a student is not making expected progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Community partnership development — establishes and sustains formal partnerships with early intervention agencies, family resource centers, and community service providers to support kindergarten students with disabilities 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. Collaborative culture building — models and promotes collaborative norms across the school's special education team through structured team agreements and shared accountability practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cross-district collaboration — participates in regional special education networks to share effective practices for inclusive kindergarten programming and co-develop shared resources Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Transition collaboration leadership — coordinates multi-agency transition planning meetings for students moving from early intervention to kindergarten special education services O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character16 statements
Emerging
  1. Confidentiality adherence — maintains student record privacy by storing IEP documents and assessment data according to FERPA guidelines from day one of employment 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 commitment — arrives prepared for IEP meetings and instructional sessions, fulfilling assigned responsibilities reliably Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Disability dignity — interacts with all kindergarten students using person-first, strengths-based language that affirms their inherent worth and potential Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Boundary maintenance — recognizes and respects professional boundaries with families and paraprofessionals in all interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Ethical decision-making — identifies and reports potential conflicts of interest or ethical concerns in IEP processes to the appropriate administrator Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Accountability in progress reporting — communicates honestly with families and team members about student progress, including when interventions are not producing expected results 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 attitude demonstration — consistently advocates for the presence and participation of students with disabilities in the broader kindergarten school community Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Cultural responsiveness — examines own cultural lens and adjusts instructional and communication practices to honor the cultural and linguistic backgrounds of diverse families 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. Mandated reporting compliance — fulfills mandatory reporter obligations by documenting and reporting suspected abuse or neglect promptly and accurately per state law Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional integrity under pressure — maintains ethical stances on student placement and services even when facing institutional pressure to recommend less restrictive or less resourced options Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Equitable practice — audits own caseload data for patterns suggesting disproportionate discipline or restrictive placement for students from marginalized groups and takes corrective action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Consistent professionalism — models calm, respectful, and boundaried behavior in all settings including during high-stress IEP disputes, behavioral crises, and parent grievances Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership — identifies systemic ethical issues in district special education practice and advocates for policy corrections through appropriate professional and legal channels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Role model for professional ethics — formally mentors emerging teachers in navigating ethical dilemmas specific to special education law, family rights, and disability advocacy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Equity champion — leads school-wide efforts to examine and reduce disproportionality in special education identification, placement, and discipline for kindergarten-aged students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Integrity under public scrutiny — maintains transparent, legally grounded professional conduct during due process hearings or compliance reviews, modeling accountability for the entire team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity16 statements
Emerging
  1. Adaptive material design — modifies existing kindergarten instructional materials using basic visual supports, enlarged text, or tactile components to increase accessibility 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. Novel reinforcement strategies — experiments with varied motivational tools such as sensory rewards, movement breaks, and token boards to engage students with differing needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Environmental arrangement — rearranges classroom furniture and materials to create sensory-friendly zones that support diverse learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Alternative assessment creation — designs a simple performance-based task to capture a nonverbal student's knowledge when standardized formats are inaccessible 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. Individualized lesson design — creates original instructional activities that embed IEP goals within play-based, thematic kindergarten units using universal design for learning principles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Technology integration — selects and adapts educational technology tools such as interactive apps and AAC software to expand communication and literacy access for students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Social skills curriculum adaptation — invents role-play scenarios and social narratives grounded in kindergarten social contexts to teach targeted IEP social-emotional goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Data collection system innovation — designs efficient, teacher-friendly data collection tools that capture meaningful student progress without disrupting instructional flow 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. Personalized instructional system design — constructs a fully individualized daily instructional framework for a student with complex needs that integrates academics, communication, behavior, and self-care goals seamlessly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-curricular creative integration — embeds special education skill targets into art, music, and physical education environments through co-creative planning with specialist teachers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Functional behavior intervention creativity — designs novel, function-based replacement behavior strategies tailored to a specific student's interests and communication profile 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.
  4. Environmental design innovation — redesigns the special education classroom layout and sensory systems based on student neurodiversity profiles to maximize engagement and reduce dysregulation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program innovation — conceives and pilots an original early childhood inclusion model or instructional program at the school or district level, documenting outcomes for replication Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Assistive technology innovation — identifies unmet access needs and designs or procures novel low-tech or high-tech solutions that extend independent learning for students with severe disabilities 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. Creative mentorship — guides colleagues in designing differentiated, creative lesson structures by facilitating lesson-study cycles and sharing original instructional frameworks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Research-to-practice innovation — translates emerging research on play-based learning, neuroscience, or disability studies into original classroom practices adopted across the school 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 Mindset16 statements
Emerging
  1. Professional development engagement — attends required special education trainings and applies at least one new strategy per session to classroom practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Feedback acceptance — receives constructive feedback from supervising teachers or coaches without defensiveness and attempts suggested modifications Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student potential framing — uses language in IEP meetings and classroom interactions that emphasizes what students are learning rather than what they cannot do Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Challenge tolerance — persists through the complexity of first-year IEP writing and legal compliance requirements by seeking guidance and iterating on drafts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Data-responsive adaptation — treats student progress data showing flat growth as information for instructional revision rather than evidence of student limitation 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. Peer learning orientation — observes colleagues' classrooms and incorporates effective strategies into own practice through structured peer coaching partnerships Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Certification and skill expansion — pursues additional endorsements or coursework in areas such as autism, assistive technology, or early intervention to expand professional capacity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Error normalization — frames instructional mistakes or IEP revisions to families and paraprofessionals as part of a continuous improvement process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ongoing learning integration — systematically incorporates new research on early literacy, developmental disabilities, or behavioral intervention into annual IEP planning and instructional design Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Sustained persistence through complex cases — maintains high expectations and creative problem-solving for students who have not responded to multiple prior interventions over extended time periods Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Feedback culture cultivation — actively solicits feedback from families, paraprofessionals, and related service providers and documents how it informs instructional adjustments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Professional goal setting — establishes annual measurable professional growth goals aligned to student outcome data and tracks progress through structured reflection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Learning culture leadership — creates a classroom and team environment where paraprofessionals, families, and students treat challenges as growth opportunities through explicit modeling and reinforcement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentored growth mindset development — coaches novice teachers to reframe student failure as diagnostic data and builds their capacity to sustain effort through difficult caseloads Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Innovative response to persistent challenges — when standard interventions fail for a student, independently designs, pilots, and evaluates a novel instructional approach and disseminates findings 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.
  4. District growth mindset advocacy — influences professional development programming to embed growth mindset principles into early childhood special education teacher preparation and evaluation systems Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness16 statements
Emerging
  1. Emotional presence — enters the classroom each morning with intentional composure, setting aside personal stressors to be fully available to kindergarten students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Behavioral cue awareness — notices early signs of student dysregulation such as increased movement, facial changes, or vocalization and responds proactively Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Attention regulation — sustains focused observation during small group instruction to capture accurate data on student skill acquisition Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Stress recognition — identifies personal stress responses during high-intensity IEP periods and uses basic self-care strategies to maintain classroom effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Intentional de-escalation — applies controlled breathing and measured vocal tone during student behavioral crises to model and co-regulate with the student Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Transition intentionality — designs and leads mindful transition routines that prepare students with sensory or anxiety-related disabilities for changes in activity or environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Present-moment instruction — delivers direct instruction with full attention to individual student responses, adjusting in real time without reliance on scripted pacing 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.
  4. Meeting emotional preparation — enters IEP or family conferences with conscious awareness of potential emotional triggers and prepares self to respond rather than react Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Co-regulation expertise — consistently applies attunement and co-regulation strategies across the school day to support emotional regulation development in kindergarten students with disabilities 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 IEP facilitation — manages own emotional responses during contentious IEP meetings, maintaining a calm and collaborative presence that de-escalates family or team tension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Sensory awareness integration — routinely monitors the sensory environment of the classroom and makes real-time adjustments to lighting, sound, or spatial arrangement based on student regulation states Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Reflective pausing — builds structured pauses into the instructional day to check in with students' emotional and physical readiness before transitioning to new academic demands 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. Mindfulness curriculum integration — embeds developmentally adapted mindfulness and emotional regulation practices into daily kindergarten special education routines as components of students' IEP social-emotional goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Staff mindfulness modeling — demonstrates consistent emotional regulation and present-moment awareness for paraprofessionals and student teachers, creating a calm, regulated classroom ecosystem Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Trauma-informed mindfulness leadership — trains colleagues in trauma-informed, mindfulness-based classroom strategies through structured professional development rooted in early childhood neuroscience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. System-level regulation design — designs school-wide sensory regulation supports and calm-down spaces for students with disabilities in collaboration with occupational therapists and administrators 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.
10Fortitude16 statements
Emerging
  1. Persistence through IEP complexity — completes required IEP documentation despite the complexity and legal precision required, seeking guidance rather than avoiding the task Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Behavioral challenge endurance — continues implementing a student's behavior support plan through repeated incidents without abandoning the approach prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Difficult conversation courage — initiates a conversation with a family about concerning student behavior or lack of progress despite personal discomfort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Workload sustainability — manages concurrent demands of instruction, data collection, and IEP paperwork during initial months of employment without withdrawing from professional responsibilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Sustained intervention effort — maintains consistent implementation of evidence-based instructional strategies for a student showing minimal early progress over multiple weeks 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. Advocacy persistence — continues to advocate for a student's needed services after an initial denial by administration, using data and legal knowledge to support the case Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Emotional resilience after setbacks — returns to full instructional engagement following a behavioral crisis, IEP dispute, or critical observation without prolonged loss of effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Uncertainty tolerance — continues structured instructional planning and service delivery while awaiting unclear eligibility or placement decisions from the district Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Long-term student commitment — sustains high-quality, individualized instruction for students with complex needs across an entire school year despite slow or inconsistent progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Adversarial IEP navigation — maintains professional composure and legal grounding through due process challenges or hostile family interactions without compromising student-centered advocacy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Chronic challenge endurance — manages the cumulative emotional weight of serving students with significant disabilities and persistent behavioral needs without compassion fatigue undermining instructional quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. System barrier confrontation — identifies and persistently challenges bureaucratic or resource barriers that prevent students from accessing legally required services 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. Courageous systemic advocacy — pursues significant changes to inequitable district special education practices over extended timelines despite institutional resistance, using data and legal frameworks as tools Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Resilience mentorship — helps novice special education teachers develop professional resilience by sharing strategies for managing emotional labor, avoiding burnout, and sustaining commitment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Multi-year student advocacy — sustains individualized advocacy for a student's educational rights across multiple school years and administrative changes, ensuring continuity of appropriate services Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Crisis leadership under sustained pressure — leads a classroom team through a prolonged period of complex behavioral, legal, or family crises while maintaining program quality and staff stability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Academic Interventionist · Adapted Physical Education Teacher · Behavior Specialist · Blind Teacher · Braille Teacher · Cross-Categorical Special Education Teacher · Developmentally Delayed Special Education Teacher (DD Special Education Teacher) · Early Interventionist · Emotional Disabilities Teacher · Emotional Support Teacher · Exceptional Needs Teacher · Hearing Impaired Itinerant Teacher (HI Itinerant Teacher)
RAPIDS apprenticeships
—
O*NET skills
SpeakingReading ComprehensionInstructingActive ListeningLearning StrategiesWritingCritical ThinkingActive Learning
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceMathematicsPsychologyAdministrativeAdministration and Management
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionDeductive Reasoning
Work styles
DependabilityCooperationSocial OrientationIntellectual CuriosityIntegrityAttention to Detail
Technology
Data base user interface and query softwareComputer based training softwareGraphics or photo imaging softwareElectronic mail softwareVoice recognition softwareSpreadsheet softwareOffice suite softwarePresentation softwareWord processing softwareDevice drivers or system software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, pri
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1017

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.