Special Education Teachers, Elementary School

SOC 25-2056.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers the full professional continuum of Special Education Teachers at the elementary school level, from supervised entry-level instruction through district-level program leadership, encompassing IEP development, differentiated instruction, behavior support, assistive technology, compliance, and stakeholder collaboration.

Sources:O*NET v30.2 SkillsCrosswalk

Emerging

Entry / Apprentice

Individualized Education Program (IEP) goals — review and apply under supervisor guidance when planning daily instructional activities in an elementary special education classroom.
Academic instruction for students with disabilities — deliver using structured phonetics and repetition techniques under direct mentor supervision in a self-contained or inclusion classroom setting.
Classroom behavior rules and procedures — establish and apply using positive reinforcement strategies with support from a cooperating teacher or instructional coach.
General elementary curriculum materials — identify necessary modifications for students with learning disabilities under the direction of a lead special education teacher.
Student records and compliance documentation — maintain accurately according to district policies and IDEA regulations with guidance from administrative supervisors.
Classroom learning environment — prepare with varied manipulatives, visual aids, and sensory materials under direction to support diverse learners in an elementary setting.
Assistive technology devices — introduce and support student use of basic tools such as text-to-speech software under supervision in a resource or inclusion room.
Socially acceptable behavior — model and reinforce using guided behavior modification scripts provided by a supervising special educator or school psychologist.
Active listening and observation — apply during student interactions to recognize early signs of academic or behavioral difficulty in an elementary special education setting.
Parent and team communication — participate in structured IEP meetings and send written updates under the guidance of a lead teacher or case manager.

Developing

Mid-level / Established

Multi-sensory instructional strategies — design and implement routinely across reading, writing, and math lessons to address the varying needs of students with disabilities in an elementary classroom.
Individualized behavior intervention plans — develop and execute using positive reinforcement and behavior modification techniques for students with social-emotional challenges with reduced oversight.
Elementary curriculum adaptations — modify grade-level content independently for students with a range of disabilities, aligning modifications to IEP goals and state standards.
Student progress data — collect, record, and analyze using spreadsheet and database software to inform instructional adjustments and IEP updates on a regular reporting cycle.
Assistive and supportive technology — integrate voice recognition, adapted keyboards, and communication devices into daily instruction to improve student access and independence.
Collaborative co-teaching arrangements — coordinate instructional responsibilities with general education teachers to deliver differentiated lessons in an inclusive elementary environment.
Classroom learning centers — design and refresh with targeted resources and manipulatives that support exploratory play and skill reinforcement for students at varied ability levels.
Family engagement communications — compose clear, legally compliant written reports and conduct conferences to keep guardians informed of student progress and IEP goal attainment.
Crisis prevention and de-escalation — apply self-control strategies and school-wide positive behavior support protocols to maintain a safe and orderly elementary classroom.
Professional development opportunities — engage in continuing education on learning strategies and special education law to refine practice within a district-supported growth framework.

Proficient

Senior / Expert IC

Comprehensive IEP development — lead the full cycle of assessment, goal-writing, implementation, and annual review for a diverse caseload of elementary students with disabilities, operating independently within legal and ethical standards.
Differentiated instructional programming — design and deliver multi-modal, evidence-based lessons across academic subjects that respond to individual cognitive, sensory, and behavioral profiles without supervisory direction.
Complex behavior support plans — independently develop, implement, and evaluate individualized behavior intervention strategies, including functional behavior assessments, for students with significant social-emotional disabilities.
Curriculum modification and Universal Design for Learning — adapt district-wide elementary curricula and assessments using UDL principles to ensure equitable access for all learners across multiple disability categories.
Assistive technology evaluation and integration — assess student technology needs, recommend appropriate devices, and train paraprofessionals and families in their use within an inclusive school environment.
Multi-disciplinary team collaboration — facilitate productive communication among school psychologists, speech-language pathologists, occupational therapists, and general educators to coordinate holistic support plans.
Compliance and records management — oversee accurate, complete, and legally defensible documentation systems for all students on caseload, ensuring alignment with IDEA, FERPA, and district policy.
Data-driven instructional decision making — analyze formative and summative assessment data using office suite and spreadsheet software to identify trends, adjust interventions, and report outcomes to stakeholders.
Family and community advocacy — serve as a knowledgeable liaison for families navigating special education systems, providing guidance on rights, resources, and transition planning for elementary-age students.
Non-routine problem solving — resolve complex, high-stakes challenges such as eligibility disputes, placement decisions, or escalating behavioral crises by applying critical thinking and professional judgment autonomously.

Advanced

Lead / Principal / Executive

Special education program vision — set strategic direction for elementary special education services at the school or district level, aligning program design with legal mandates, research, and community equity goals.
Mentor and instructional coaching — guide early-career special educators in developing IEP writing, differentiated instruction, and behavior support skills through structured observation, feedback, and professional learning communities.
District-wide curriculum policy — lead cross-functional teams in designing and adopting inclusive curriculum frameworks and modification guidelines that scale across all elementary special education classrooms in the district.
Organizational compliance systems — establish and audit district documentation and records management protocols to ensure systemic adherence to IDEA, state regulations, and due-process requirements.
Professional learning design — develop and facilitate ongoing training programs in assistive technology, culturally responsive special education, and evidence-based interventions for instructional staff across multiple school sites.
Stakeholder and policy influence — represent special education perspectives in school board proceedings, community forums, and legislative advocacy efforts to shape policies affecting students with disabilities.
Data governance and program evaluation — lead the design of district-wide data collection and reporting systems to evaluate program effectiveness, identify service gaps, and drive evidence-informed resource allocation.
Interagency partnership development — build and sustain formal partnerships with health, social service, and community agencies to expand wraparound supports for elementary students with complex needs.
Crisis and safety leadership — establish school-wide or district-wide crisis prevention and response frameworks, training multidisciplinary teams in proactive safety and de-escalation protocols.
Equity and inclusion transformation — champion systemic reforms that reduce disproportionate identification, placement, and disciplinary outcomes for students of color and other marginalized groups within special education at the organizational level.

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 document drafting — uses an AI writing tool to generate first-draft IEP goal language and progress-report text, then reviews and edits each passage for accuracy against direct student observation Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..

Developing

Curriculum modification support — directs an AI assistant to adapt general elementary lesson plans for specific disability profiles (e.g., dyslexia, autism spectrum), then personally verifies each accommodation against the student's IEP before use Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Record-keeping acceleration — delegates the initial formatting of compliance documents, behavior logs, and meeting summaries to an AI tool, recovering significant preparation time while retaining full legal responsibility for content accuracy Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..

Proficient

Differentiated-materials generation — instructs an AI tool to produce multiple reading-level versions of the same content and varied practice sets, then selects and sequences materials based on direct knowledge of each learner's present levels of performance 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..
Behavior-intervention plan drafting — uses an AI assistant to outline evidence-based behavior modification strategies tied to observed antecedents and consequences, then refines the plan through collaborative judgment with the student's support team Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Data-pattern summarization — feeds collected student performance data into an AI tool to surface trends and generate draft progress narratives, then interprets findings through direct instructional relationship knowledge before sharing with families or administrators Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..

Advanced

Human-centered AI boundary-setting — evaluates which IEP-development tasks warrant AI assistance versus exclusive human judgment (e.g., eligibility decisions, trauma-informed conversations), maintaining clear professional accountability for high-stakes determinations 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..
AI workflow design for the team — designs and models repeatable AI-assisted routines for paraprofessionals and co-teachers covering material adaptation and documentation, embedding quality-control checkpoints that protect student privacy and regulatory compliance 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..
Critical evaluation of AI outputs — audits AI-generated instructional suggestions for cultural responsiveness, disability-affirming language, and alignment with current special education law, correcting systematic errors before they enter classroom practice Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..

Evidence pack

AEI usage: Task observations: 50
Augment share: 5%
Time saved: 90%
AI autonomy: 3.68
SAFI positioning: Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster: Human-Technology Interaction
human_technology_interaction

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

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.

1Communication11 statements

Emerging

IEP communication — conveys basic student progress updates to parents and guardians using accessible, jargon-free language during scheduled conferences 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.
Instructional language — adjusts verbal explanations to match individual student reading and comprehension levels during whole-group lessons O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Multisensory instruction delivery — communicates academic concepts through simultaneous visual, auditory, and tactile channels to reinforce learning for students with varied 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.
Collaborative team communication — conveys student behavioral and academic data clearly to paraprofessionals, related service providers, and general education teachers during planning meetings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Written documentation — composes accurate, legally compliant progress notes and IEP goal updates using required district and IDEA-aligned formats O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Parent partnership communication — facilitates IEP meetings by translating assessment results and instructional recommendations into plain language that empowers family decision-making 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.
Augmentative communication support — models and prompts the use of AAC devices, picture exchange systems, or sign language to build functional communication in nonverbal students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Cross-disciplinary reporting — synthesizes behavioral, academic, and developmental observations into written evaluation reports that inform multidisciplinary team decisions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

District-level communication leadership — presents evidence-based special education practices and student outcome data to administrators and school boards to influence policy and resource allocation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mentored communication coaching — coaches novice special education teachers and paraprofessionals on legally compliant IEP language and family-centered communication strategies 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.
Crisis de-escalation communication — employs precise, calm, and regulated verbal and nonverbal communication techniques to resolve behavioral escalations in real time O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

2Leadership11 statements

Emerging

Classroom authority — establishes and consistently enforces behavioral rules and procedures to create a structured, predictable learning environment for students with disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Student self-advocacy support — guides elementary students with disabilities to identify their own needs and begin expressing preferences in simple learning situations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

IEP team coordination — takes initiative in scheduling, organizing, and facilitating IEP meetings to ensure timely compliance with legal mandates and student-centered 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.
Paraprofessional direction — assigns, monitors, and provides feedback to classroom aides to ensure consistent implementation of individualized student support strategies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Transition planning leadership — leads the development of age-appropriate transition goals for elementary students moving to higher grade levels or more inclusive settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Inclusive education advocacy — takes responsibility for ensuring students with disabilities receive equitable access to general education curriculum and school activities through proactive accommodation planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Behavioral intervention leadership — designs and leads implementation of school-wide or classroom-level positive behavioral intervention and support systems targeting specific student populations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Professional learning community contribution — leads grade-level or departmental team discussions on differentiated instruction and universal design for learning principles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Special education program leadership — takes ownership of program quality by mentoring colleagues, analyzing student outcome data, and driving continuous improvement in service delivery models Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Systemic inclusion advocacy — influences school-wide culture and administrative decisions by championing equitable policies and resource distribution for 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.
Mentorship and induction leadership — formally mentors pre-service and first-year special education teachers by modeling reflective practice, IEP development, and behavior management Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

3Metacognition11 statements

Emerging

Instructional self-reflection — identifies personal strengths and gaps in delivering multisensory instruction after observing student engagement and learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student learning strategy awareness — recognizes when a selected instructional technique is not producing desired outcomes and notes the need to adjust approach 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

Differentiation planning self-monitoring — evaluates the effectiveness of individualized lesson modifications by comparing student performance data against IEP benchmarks before adjusting instructional plans 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 knowledge gap identification — systematically identifies areas of limited expertise in disability categories or assistive technology and seeks targeted professional development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Reflective practice journaling — documents daily observations about instructional decisions and student responses to build a repertoire of evidence-based teaching adjustments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Data-driven instructional regulation — monitors ongoing formative assessment data to recognize when cognitive load, pacing, or scaffolding requires real-time modification for individual learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Teaching strategy evaluation — systematically evaluates which phonics, repetition, or multisensory learning approaches produce the strongest outcomes for specific disability profiles and revises practice 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.
IEP goal calibration — reflects on the alignment between written IEP goals and instructional delivery to identify mismatches and self-correct planning before annual reviews Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Metacognitive modeling for students — explicitly teaches elementary students with learning disabilities to monitor their own comprehension and self-regulate learning strategies during academic tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Peer learning facilitation — designs collaborative reflection protocols for special education teams, enabling colleagues to examine their own instructional assumptions and improve collective practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Longitudinal self-assessment — conducts annual review of personal professional growth by benchmarking student outcome data across years and identifying targeted goals for continuous mastery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

4Critical Thinking11 statements

Emerging

Disability-specific needs analysis — identifies observable academic and behavioral indicators that suggest a student's current instructional approach requires modification 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 data interpretation — reads and draws basic conclusions from standardized evaluation reports to understand a student's present levels of academic and functional performance O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

IEP goal reasoning — evaluates whether proposed IEP goals are measurable, achievable within the school year, and aligned with both grade-level standards and individual student baselines 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 function analysis — applies functional behavior assessment logic to identify the antecedents and consequences maintaining a student's challenging behavior before selecting intervention strategies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Curriculum modification evaluation — critically examines general education curriculum materials to determine which components require simplification, scaffolding, or replacement for students with specific disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Evidence-based practice selection — analyzes research literature and student outcome data to select the most defensible instructional approaches for students 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.
Eligibility determination reasoning — synthesizes psychoeducational, medical, and observational data to form a reasoned position on disability eligibility and appropriate service levels during multidisciplinary team reviews O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Accommodation effectiveness judgment — evaluates whether current classroom accommodations and assistive technology solutions are producing measurable access improvements and recommends changes based on evidence 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

Systemic problem analysis — examines school-wide patterns in special education referrals, disproportionality data, or disciplinary outcomes to identify structural barriers and propose evidence-based solutions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Ethical dilemma resolution — applies legal frameworks, ethical standards, and student-centered reasoning to navigate complex situations involving conflicting stakeholder interests in IEP decision-making Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Program evaluation design — develops and implements classroom or school-level data collection frameworks to critically assess the impact of special education service models on student achievement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

5Collaboration11 statements

Emerging

Co-teacher partnership — works alongside general education teachers to understand grade-level expectations and begins coordinating student support within the inclusive classroom 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.
Family engagement initiation — participates in parent-teacher conferences by sharing student progress information and listening to family input on student needs at home O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Multidisciplinary team participation — contributes student-specific instructional and behavioral data to school psychologist, speech-language pathologist, and occupational therapist teams during evaluation and IEP planning processes O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Paraprofessional collaboration — partners with classroom aides by sharing instructional goals, modeling intervention techniques, and providing constructive feedback to ensure consistent student support O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Community agency coordination — collaborates with external service providers and community organizations to connect students and families with social, medical, or developmental supports O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Co-teaching model implementation — co-plans and co-delivers lessons with general education teachers using station teaching, parallel teaching, or alternative teaching models to meet diverse learner 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.
IEP team facilitation — coordinates contributions from parents, administrators, related service providers, and general educators to build consensus on individualized student goals and placement decisions 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-grade transition collaboration — partners with kindergarten and upper-elementary teachers to design instructional continuity plans ensuring students with disabilities experience smooth academic and social transitions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

Inclusive culture building — leads school-wide collaborative initiatives that integrate special education and general education faculty around shared accountability for all students' learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Family-professional partnership leadership — develops family engagement frameworks that empower parents of students with disabilities as equal decision-making partners throughout the IEP process 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.
Inter-agency systems collaboration — leads coordination among school, district, and external agency teams to design integrated service plans addressing complex student needs across educational and community settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

6Character11 statements

Emerging

Student dignity maintenance — consistently treats students with disabilities with respect and patience during academic and behavioral instruction, regardless of performance challenges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Confidentiality compliance — maintains student records and disability-related information with strict adherence to FERPA, IDEA, and district privacy policies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Professional accountability — takes ownership of IEP compliance timelines, documentation accuracy, and mandated reporting obligations without requiring administrative reminders 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.
Ethical boundary maintenance — recognizes and avoids dual relationships, bias in assessment, and discriminatory practices that could compromise equitable treatment of students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Culturally responsive integrity — examines and corrects personal assumptions about student capability that may be influenced by cultural, linguistic, or socioeconomic factors 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

Advocacy with accountability — consistently acts as an ethical advocate for students' rights to a free and appropriate public education, even when institutional pressures conflict with student-centered decisions 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.
Transparent professional conduct — openly communicates limitations in expertise or resources to IEP team members and seeks appropriate consultation rather than proceeding with insufficient knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Behavior modeling for students — demonstrates honesty, self-regulation, and respectful interaction as explicit instructional content in social skills and character development 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.

Exceeding

Ethical leadership in special education — models and promotes a culture of integrity across the special education team by addressing ethical concerns directly and constructively when they arise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Disproportionality accountability — actively identifies and challenges racially or linguistically biased referral, identification, or disciplinary practices affecting students with disabilities in the school community Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Professional standards stewardship — contributes to the development and reinforcement of professional ethical standards within local or district special education communities of practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

7Creativity11 statements

Emerging

Adaptive material creation — assembles modified instructional materials using visual supports, manipulatives, and graphic organizers to make grade-level content accessible for students with learning disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Classroom environment design — arranges classroom spaces with diverse learning stations and sensory resources that invite exploration and imaginative play aligned with IEP objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Multisensory lesson design — develops original lessons that integrate phonetics, movement, rhythm, and tactile elements simultaneously to address varied learning profiles across the special education 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.
Assistive technology integration — identifies and implements creative applications of low- and high-tech assistive tools to unlock access to curriculum for students with physical, cognitive, or communication disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Motivational strategy innovation — designs novel token economies, interest-based choice boards, and gamified learning sequences tailored to individual student behavioral and motivational profiles 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

Curriculum modification design — creates original adapted curriculum units that preserve the intellectual integrity of grade-level standards while meeting the individualized needs specified in each 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.
Social skills curriculum authoring — develops and pilots original social skills instructional sequences that use role-play, visual narratives, and peer-mediated scenarios relevant to elementary school social contexts O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Problem-solving through experimentation — tests unconventional behavioral intervention or instructional approaches when standard methods have not produced progress, systematically documenting outcomes to determine effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Innovative program design — creates comprehensive classroom or school-level programming models that reimagine service delivery for underserved disability populations based on emerging research and creative synthesis Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Instructional resource authorship — develops and disseminates original adapted instructional materials, assessment tools, or technology-enhanced resources for use by the broader special education professional community 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 professional development design — designs experiential, creativity-centered professional learning experiences that help colleagues break from routine practice and explore novel instructional approaches for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

8Growth Mindset11 statements

Emerging

Instructional persistence — continues to apply varied teaching strategies for students with disabilities when initial approaches do not produce immediate progress, treating setbacks as information rather than failure 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.
Feedback receptivity — receives classroom observations, supervisor feedback, and IEP team input with openness and applies suggestions to modify instructional practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Student capability belief — maintains high expectations for academic and social growth in all students with disabilities, communicating the belief that effort and the right supports produce measurable progress 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 pursuit — actively seeks professional development in new disability categories, assistive technology, or evidence-based instructional methods beyond what is minimally required Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Setback reframing — treats IEP goal regressions, student behavioral crises, and failed instructional trials as data for iterative improvement rather than indicators of fixed student or teacher limitations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Growth mindset instructional modeling — explicitly teaches elementary students with disabilities that intelligence and ability grow with effort, using disability-specific examples and incremental success frameworks 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.
Skill plateau navigation — identifies when a student's progress has stalled, investigates root causes through data analysis, and designs a revised instructional approach to reignite measurable 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.
Challenge embracing in complex cases — voluntarily takes on students with the most complex or low-incidence disability profiles, viewing the challenge as an opportunity for professional mastery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Growth mindset culture building — embeds growth-oriented language, classroom rituals, and peer learning structures into the special education classroom culture so that students internalize effort-based self-efficacy beliefs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Mentoring through adversity — coaches early-career teachers experiencing burnout or discouragement by sharing personal persistence narratives and evidence-based strategies for sustaining motivation in high-demand special education roles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Systemic learning from failure — leads special education team retrospectives examining program-level failures or compliance gaps, transforming institutional setbacks into structured improvement plans Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

9Mindfulness11 statements

Emerging

Emotional regulation awareness — recognizes signs of personal stress or reactivity during challenging student behavioral episodes and applies a basic pause strategy before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student state attunement — notices shifts in individual student emotional or sensory states during instruction and adjusts immediate approach to reduce escalation risk 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

Intentional transition management — prepares students with disabilities for routine transitions between activities through predictable visual and verbal cues, reducing anxiety-driven behavioral disruption 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.
Sensory environment monitoring — maintains ongoing awareness of classroom sensory conditions including noise, lighting, and spatial crowding and makes real-time adjustments to support students with sensory processing needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Stress-informed professional presence — uses deliberate breathing, pacing, and tone regulation techniques to remain calm and regulated during high-stress IEP meetings or behavioral crises Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Present-moment instructional awareness — maintains continuous, distributed attention across all students in the classroom simultaneously, detecting early behavioral or academic struggle signals before they escalate 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.
Trauma-informed mindful response — responds to students exhibiting trauma-related behaviors with intentional, regulated, and non-punitive interactions that prioritize emotional safety over immediate behavioral compliance 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.
Mindful IEP facilitation — manages personal emotional reactions during contentious IEP meetings to maintain a focused, constructive, and student-centered facilitation presence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Mindfulness curriculum integration — embeds structured mindfulness and self-regulation practices into daily classroom routines, teaching students with disabilities to recognize and manage their own emotional and attentional states 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.
Collective regulation leadership — models and teaches mindful professional practices to the special education team, reducing collective reactivity in high-pressure situations and improving collaborative decision quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Intentional workload stewardship — applies mindful prioritization strategies to manage the high administrative and instructional demands of special education, modeling sustainable professional practice for colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

10Fortitude11 statements

Emerging

Compliance persistence — completes demanding IEP documentation, evaluation timelines, and administrative reporting requirements consistently even under time pressure and competing instructional 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.
Student difficulty tolerance — maintains composure and instructional focus when a student with disabilities displays repeated academic failure or behavioral resistance during learning activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Advocacy under pressure — continues advocating for appropriate services and placements for students with disabilities even when facing resistance from administrators, parents, or general education staff 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.
Sustained behavioral intervention — implements multi-week behavioral intervention plans with consistent fidelity across high-frequency challenging behaviors without abandoning strategies prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Emotional durability in crisis — recovers composure after managing physical or verbal behavioral crises and re-engages the classroom environment with stability and instructional purpose Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Long-cycle progress patience — sustains evidence-based instructional effort for students with significant disabilities across months and school years, recognizing that meaningful growth occurs on extended timelines 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 barrier navigation — perseveres through bureaucratic, logistical, and resource limitations to secure necessary evaluations, assistive devices, or placement changes required by 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.
Professional boundary resilience — maintains professional effectiveness and student-centered focus despite chronic role ambiguity, high caseloads, and under-resourcing common in special education settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Complex case perseverance — accepts and sustains high-quality instructional and behavioral support for students with the most severe, complex, or low-incidence disabilities over multiple school years without diminishing commitment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Team resilience cultivation — supports and strengthens the fortitude of special education colleagues experiencing compassion fatigue or professional discouragement through mentorship, acknowledgment, and shared problem-solving Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Institutional courage — confronts systemic failures in special education service delivery, including inadequate resources or compliance violations, through formal channels with persistence and professional courage 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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Source anchors that ground each statement

Related titles

Academic Interventionist · APE Teacher (Adapted Physical Education Teacher) · Behavior Interventionist · Behavior Specialist · Blind Teacher · Braille Teacher · Cross-Categorical SPED Teacher (Cross-Categorical Special Education Teacher) · Deaf and Hard of Hearing Teacher (DHH Teacher) · Developmentally Delayed Special Education Teacher (DD Special Education Teacher) · Early Childhood Special Educator · Early Interventionist · Elementary Classroom Instructor

RAPIDS apprenticeships

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O*NET skills

InstructingActive ListeningSpeakingSocial PerceptivenessLearning StrategiesReading ComprehensionCritical ThinkingWritingJudgment and Decision MakingMonitoringService OrientationComplex Problem SolvingActive LearningCoordinationPersuasionTime Management

Knowledge domains

Education and TrainingEnglish LanguageCustomer and Personal ServiceComputers and ElectronicsMathematicsAdministration and ManagementPsychologyPublic Safety and SecurityAdministrativeTherapy and Counseling

Abilities

Oral ExpressionOral ComprehensionSpeech ClarityProblem SensitivityWritten ComprehensionDeductive ReasoningInductive ReasoningNear VisionFluency of IdeasSpeech Recognition

Work styles

EmpathyDependabilityCooperationSinceritySelf-ControlOptimism

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

Instruct students with disabilities in academic subjects, using a variety of techniques, such as phonetics, multisensory learning, or repetition to reinforce learning and meet students' varying needs.
Develop or implement strategies to meet the needs of students with a variety of disabilities.
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
Modify the general elementary education curriculum for students with disabilities.
Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
Establish and enforce rules for behavior and procedures for maintaining order among students.
Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.

CIP education codes

13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1017