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Special Education Teachers, Middle School

SOC 25-2057.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers the full scope of special education practice for middle school settings, from entry-level classroom support and IEP drafting through autonomous caseload management, multidisciplinary collaboration, and organizational leadership of special education programs.

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. IEP documentation components — identify and compile under supervisor guidance when supporting student case files in a middle school special education department.
  2. Classroom rules and behavioral expectations — follow and reinforce under cooperating teacher direction within a structured special education setting.
  3. Instructional materials and classroom spaces — prepare and organize according to lesson plans provided by the lead special education teacher.
  4. Daily living skills activities — assist in delivering scripted lessons on hygiene and personal safety to small groups of students with disabilities.
  5. Student behavioral observations — record and report to the lead teacher using standard monitoring forms in a self-contained middle school classroom.
  6. Parent and guardian communications — participate in scheduled conferences under supervision, documenting key discussion points for the case file.
  7. Differentiated instructional strategies — apply pre-selected accommodations and modifications to assigned students during co-taught lessons.
  8. Assistive technology tools — operate approved software and devices with guidance to support individual students during daily instructional activities.
  9. Disability-related laws and procedures — recognize and apply foundational IDEA and IEP compliance requirements when preparing basic student documentation.
  10. Collaborative team meetings — attend and contribute structured observations about student progress to multidisciplinary IEP planning sessions.
Developing
Mid-level / Established
  1. Individualized Education Programs — draft measurable goals and accommodations for a defined caseload of middle school students with varied disabilities, submitting for supervisor review.
  2. Behavioral management policies — implement and adjust classroom procedures to maintain a productive learning environment with reduced direct oversight.
  3. Differentiated instructional strategies — design and deliver lessons tailored to students' IEP goals across multiple disability categories in a resource room setting.
  4. Daily living and self-sufficiency curriculum — plan and facilitate skill-building lessons in food preparation, safety, and hygiene for students transitioning toward independence.
  5. Student progress data — collect, organize in database software, and analyze to identify trends and adjust instructional approaches for assigned students.
  6. Interdisciplinary team collaboration — confer routinely with general education teachers, counselors, and administrators to coordinate academic supports and resolve student concerns.
  7. Mainstream class placement — coordinate scheduling and support services for students with special needs transitioning into inclusive general education courses.
  8. Family engagement — lead parent-teacher conferences independently, communicating IEP progress and recommending home reinforcement strategies.
  9. Presentation and reporting tools — use office suite and presentation software to create clear progress reports and professional development materials for staff meetings.
  10. Active listening and social perceptiveness — apply structured observation and reflective questioning techniques to identify emerging behavioral or academic challenges in individual students.
Proficient
Senior / Expert IC
  1. Comprehensive IEP development — lead the full IEP process from evaluation through implementation and annual review for a diverse middle school caseload, ensuring legal compliance and measurable outcomes.
  2. Complex behavioral intervention plans — design, implement, and evaluate individualized behavior support plans for students with significant social-emotional and behavioral needs.
  3. Multi-disability instructional programming — create and autonomously deliver differentiated curricula addressing the academic, functional, and social goals of students across a wide range of handicapping conditions.
  4. Transition planning and independent living skills — integrate daily living, self-advocacy, and vocational readiness instruction into each student's long-range educational plan.
  5. Crisis decision-making — exercise sound professional judgment to de-escalate behavioral incidents and implement safety protocols within the school environment without supervisory prompting.
  6. Multidisciplinary collaboration — facilitate productive working relationships with psychologists, social workers, therapists, and administrators to resolve complex academic and behavioral challenges.
  7. Inclusion coordination — negotiate and oversee student placement in mainstream classes, providing co-teaching support and consulting general educators on effective accommodations.
  8. Family and community partnerships — lead sensitive IEP meetings involving parents, legal advocates, and outside agency representatives, reaching consensus on individualized student plans.
  9. Data-driven instructional refinement — use assessment data, spreadsheet analysis, and progress monitoring software to evaluate program effectiveness and adapt interventions for non-routine student cases.
  10. Professional writing and documentation — produce legally defensible IEPs, evaluation summaries, and behavioral reports that meet district, state, and federal standards.
Advanced
Lead / Principal / Executive
  1. Special education program leadership — set departmental vision, establish evidence-based instructional standards, and evaluate program effectiveness across the middle school special education continuum.
  2. District-level IEP policy development — author and champion systemic procedures that ensure legally compliant, student-centered IEP processes across multiple school sites.
  3. Mentor and coach emerging educators — design induction and professional development programs that build instructional capacity and ethical practice in new and developing special education teachers.
  4. Organizational behavior and culture — model and institutionalize high expectations for student dignity, self-control, and empathy as core values within the school community.
  5. Cross-agency partnership leadership — forge and sustain strategic relationships with social services, mental health providers, and community organizations to expand wraparound support for students with disabilities.
  6. Inclusive education systems design — lead school-wide restructuring efforts that expand and improve mainstream placement opportunities and co-teaching models for students with diverse learning needs.
  7. Advanced data governance and reporting — direct the collection, analysis, and interpretation of program-wide outcome data to inform administrative decisions and satisfy state and federal accountability requirements.
  8. Policy advocacy and legal interpretation — advise administrators and school boards on IDEA compliance, special education law updates, and best-practice implementation strategies at the organizational level.
  9. Budget and resource stewardship — manage special education departmental budgets, assistive technology procurement, and staffing allocations to maximize student outcomes across the school.
  10. Research and continuous improvement — lead action research initiatives and disseminate findings to local and regional professional communities, advancing the field of middle school special education practice.

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 IEP drafting — uses an AI writing tool to generate initial draft language for Individualized Education Program goals and present-level statements, then reviews every line against the student's actual assessment data before submitting Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic prompt construction — enters student disability category and grade-level standards into an AI assistant to surface differentiated activity ideas, applying personal judgment to select what fits the classroom context WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Developing
  1. Behavior-support plan scaffolding — directs an AI tool to outline a behavior intervention plan framework based on described antecedents and consequences, then refines strategies using direct observation notes and family input 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. Differentiated materials generation — delegates the production of leveled reading passages, visual supports, and modified worksheets to an AI assistant, personally verifying accessibility and alignment to each student's IEP goals Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Progress-monitoring summary drafting — hands off raw data tables from classroom assessments to an AI tool to produce narrative progress summaries, then edits for accuracy and tone before sharing with families or IEP teams Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. IEP goal bank curation — orchestrates an AI assistant to build and organize a school-specific goal bank aligned to state standards and disability categories, auditing every entry for measurability and legal compliance 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..
  2. Transition-planning research delegation — assigns an AI tool to compile community resources, vocational programs, and independent-living curricula relevant to a student's post-secondary goals, then cross-references findings with local provider availability.
  3. Adaptive lesson sequencing — directs an AI system to map a unit's instructional sequence across multiple learning profiles simultaneously, retaining ownership of pacing decisions and relationship-based motivational strategies Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  4. Family communication drafting — uses an AI assistant to produce plain-language versions of evaluation reports and IEP summaries in multiple reading levels, personally reviewing cultural and emotional tone before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. AI workflow integration leadership — designs and documents repeatable AI-assisted workflows for IEP writing, progress reporting, and differentiated materials across a special education department, training colleagues on responsible use and data privacy boundaries WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Instructional-equity auditing — critically evaluates AI-generated instructional content for bias, ableist language, and alignment with Universal Design for Learning principles, establishing department-level review criteria grounded in the occupation's Q2 augmentation profile 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..
  3. High-stakes decision boundary setting — articulates clear handoff protocols that confine AI autonomy to low-stakes drafting and research tasks while preserving human authority over eligibility determinations, placement decisions, and individualized behavioral interventions, consistent with the occupation's measured AI autonomy ceiling 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..
Evidence pack
AEI usage
Task observations: 176
Augment share: 17.6%
Time saved: 84.1%
AI autonomy: 3.02
SAFI positioning
Top skill: Active Listening
Score: 42.2 / 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.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). 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.

1Communication12 statements
Emerging
  1. IEP documentation basics — drafts initial Individualized Education Program sections using structured templates and supervisor guidance to record student goals and 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.
  2. Parent communication initiation — conveys student progress and behavioral updates to parents or guardians through structured verbal summaries during scheduled conferences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Instructional language adaptation — adjusts vocabulary and sentence complexity when delivering directions to students with varying cognitive and language 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.
Developing
  1. Multidisciplinary team communication — participates in IEP meetings by presenting student data and responding to questions from administrators, counselors, and specialists with increasing clarity O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral policy explanation — communicates classroom rules and behavioral expectations to students with diverse learning needs using visual supports, modeling, and consistent repetition O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written IEP development — composes measurable annual goals and present levels of performance within Individualized Education Programs that reflect assessment data and legal requirements 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. Cross-professional conferencing — leads structured conversations with general education teachers, social workers, and testing specialists to coordinate individualized support plans and resolve academic or behavioral concerns O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Differentiated instructional delivery — presents academic content using multi-modal communication strategies—visual, auditory, and kinesthetic—matched to each student's disability profile and learning modality 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. Family-centered communication — facilitates productive parent or guardian dialogues that translate assessment results and IEP progress into accessible, jargon-free language while honoring family priorities 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. IEP advocacy communication — authors comprehensive, legally defensible IEP documents that synthesize multidisciplinary input and communicate a cohesive educational vision across all service providers 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. Systemic communication modeling — mentors novice special education staff in effective communication protocols for IEP meetings, parent conferences, and interdisciplinary team collaboration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community partnership communication — represents the special education program to community agencies, transition service providers, and post-secondary institutions to facilitate student pathways beyond middle school O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership11 statements
Emerging
  1. Classroom routine establishment — initiates consistent daily schedules and behavioral expectations within the self-contained special education classroom to build student predictability and safety O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student self-advocacy support — introduces students to self-advocacy concepts by modeling how to express learning needs and preferences during classroom activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP team facilitation — assumes an active facilitation role during IEP meetings by organizing agenda items, managing time, and ensuring all team members contribute to goal-setting discussions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Paraprofessional direction — assigns and monitors instructional tasks delegated to classroom paraprofessionals, providing feedback to ensure consistent implementation of student support strategies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavior intervention leadership — leads implementation of individualized behavior intervention plans within the classroom, coordinating with support staff to maintain fidelity across settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Inclusive placement coordination — leads the process of coordinating student transitions into mainstream classes by collaborating with general education teachers, counselors, and administrators to prepare inclusive environments O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Caseload management leadership — manages a full special education caseload by prioritizing compliance timelines, monitoring student progress, and making data-driven adjustments to service delivery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional learning contribution — takes initiative to share evidence-based special education practices with colleagues through grade-level or department meetings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Special education program leadership — guides school-wide special education practices by establishing protocols for IEP quality, inclusive instruction, and regulatory compliance that elevate outcomes across all caseloads 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. Mentorship of emerging educators — provides sustained mentorship to student teachers and first-year special education teachers, modeling IEP development, behavioral management, and family engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Transition systems leadership — leads development of school-wide transition planning frameworks that connect middle school students with disabilities to high school and post-secondary services O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition9 statements
Emerging
  1. Instructional self-assessment — reflects on daily lesson delivery to identify moments where instructional strategies did not meet the needs of specific students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. IEP goal alignment awareness — monitors whether personal understanding of student disability categories aligns with IEP goal-writing requirements by seeking supervisor feedback 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. Differentiation strategy evaluation — examines the effectiveness of individualized accommodations and modifications after each instructional unit, adjusting plans based on student performance 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.
  2. Professional knowledge gap identification — identifies areas of limited expertise—such as low-incidence disability categories or augmentative communication—and pursues targeted professional development to address them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Behavioral management reflection — analyzes personal responses to challenging student behaviors to distinguish reactive from proactive intervention patterns and recalibrate accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Data-driven instructional calibration — systematically evaluates progress monitoring data across caseload students to determine which instructional approaches require modification and articulates reasoning to the IEP team 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 management — monitors personal capacity during high-compliance periods such as annual IEP cycles and adjusts planning and prioritization strategies to maintain instructional quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling for students — explicitly teaches students with disabilities to monitor their own learning, set goals, and evaluate their progress through structured self-regulation routines embedded in daily instruction 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. Reflective practice leadership — facilitates structured reflection protocols for special education teams, guiding colleagues to examine instructional assumptions and refine their approaches based on student outcome data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking10 statements
Emerging
  1. Disability profile analysis — examines evaluation reports and existing IEP data to identify a student's present levels of performance and primary areas of educational need O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral pattern recognition — identifies recurring antecedents and consequences associated with student behavioral incidents to inform initial functional behavior assessments O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Eligibility determination reasoning — applies knowledge of disability categories, assessment data, and eligibility criteria to contribute informed recommendations during multidisciplinary evaluation team meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Accommodation relevance evaluation — assesses whether current IEP accommodations are logically matched to a student's documented disability impact and revises when evidence suggests misalignment 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. Instructional evidence appraisal — evaluates research on evidence-based practices for specific disability categories and selects strategies with demonstrated effectiveness for individual student 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
  1. IEP goal quality analysis — critiques draft IEP goals for measurability, functional relevance, and alignment with grade-level standards, revising language to meet legal and educational standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Competing priority adjudication — weighs conflicting input from parents, administrators, and specialists during IEP development to reach reasoned, student-centered decisions grounded in data and legal obligations 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. Mainstreaming decision analysis — evaluates the appropriateness of inclusive placement for individual students by analyzing academic readiness, social-emotional factors, and available support structures O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Systemic barrier identification — identifies institutional policies or practices that create unnecessary barriers to equitable education for students with disabilities and develops evidence-based proposals for reform Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Complex case problem-solving — synthesizes multi-source assessment data, behavioral histories, and family input to construct comprehensive educational responses for students with co-occurring or low-incidence 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.
5Collaboration10 statements
Emerging
  1. Co-planning participation — attends collaborative planning sessions with general education teachers to understand grade-level curriculum demands and identify initial accommodation needs for included students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Team meeting contribution — contributes student observations and classroom data during multidisciplinary IEP team meetings when prompted by team leaders O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Co-teaching coordination — collaborates with general education teachers to plan and deliver co-taught lessons that integrate special education supports without segregating students with IEPs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Interdisciplinary case coordination — works alongside school counselors, psychologists, and social workers to ensure that student social-emotional, behavioral, and academic needs are addressed in a unified plan O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Paraprofessional team building — cultivates a collaborative working relationship with classroom paraprofessionals by sharing instructional rationale, providing clear direction, and inviting input on student needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. IEP team facilitation collaboration — coordinates contributions from parents, general education teachers, specialists, and administrators during IEP meetings to build consensus around student goals and placement decisions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-campus partnership — collaborates with transition coordinators, high school special education staff, and community agencies to plan student movement across educational levels O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Family partnership cultivation — establishes ongoing, trust-based collaboration with families by honoring cultural perspectives, sharing progress data transparently, and incorporating family priorities into IEP development 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. Collaborative culture development — establishes norms and structures for sustained collaboration between special and general education staff that improve instructional coherence and student outcomes school-wide Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Community agency partnership leadership — leads collaboration with external social service, mental health, and vocational agencies to integrate wraparound supports into individualized student plans O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character10 statements
Emerging
  1. Confidentiality adherence — maintains strict privacy regarding student disability status, IEP contents, and behavioral records in all verbal and written communications 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 boundaries modeling — demonstrates appropriate professional conduct with students, families, and colleagues, distinguishing between advocacy and overreach in student support roles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Equity-centered practice — demonstrates consistent commitment to providing legally mandated and ethically appropriate services to all students regardless of disability severity, family background, or resource constraints 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. Accountability in IEP implementation — takes personal responsibility for monitoring and documenting the delivery of IEP services and communicating service gaps to supervisors promptly O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cultural humility in family engagement — approaches interactions with families from diverse cultural backgrounds with respect, curiosity, and openness, suspending assumptions about parenting styles or priorities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical advocacy — advocates for student rights and appropriate services within IEP and administrative processes, even when doing so requires respectful disagreement with colleagues or supervisors 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 integrity in documentation — produces accurate, honest, and legally compliant IEP documents and progress reports that reflect actual student performance rather than desired outcomes O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Dignity-affirming instruction — designs and delivers instruction that preserves the dignity and autonomy of adolescent students with disabilities, avoiding infantilizing language or tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — sets a visible standard for professional integrity across the special education team by consistently modeling transparent documentation, inclusive advocacy, and respectful family partnership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic equity advocacy — identifies and challenges policies or practices within the school that disproportionately disadvantage students with disabilities from marginalized communities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity9 statements
Emerging
  1. Adaptive material creation — modifies existing instructional materials by adjusting reading level, adding visual supports, or restructuring format to increase accessibility for students with specific learning disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Environmental design experimentation — experiments with classroom layout, sensory tools, and visual schedules to create a physical environment that reduces behavioral barriers for students with diverse needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Differentiated lesson design — creates original instructional activities that engage students with varying cognitive profiles in grade-aligned content using multiple means of representation and expression 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. Functional skill curriculum development — designs contextualized daily living skill instruction—such as food preparation, hygiene routines, and money management—that embeds academic standards into real-world scenarios O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral intervention innovation — develops individualized, creative reinforcement systems and environmental modifications that address the unique motivational profiles of students with behavioral exceptionalities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. IEP goal creativity — crafts IEP goals that creatively connect academic standards with functional life skills, ensuring relevance to each student's post-secondary vision while meeting compliance requirements O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-curricular integration — designs thematic units that integrate mathematics, literacy, and functional skills into cohesive learning experiences tailored to the cognitive range of a heterogeneous 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.
Exceeding
  1. Program model innovation — designs novel inclusive education structures or co-teaching models that serve students with disabilities more effectively than existing school approaches, piloting and refining based on outcome data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Creative professional development design — develops original training materials, simulations, or case-study workshops for colleagues on differentiated instruction, IEP development, or disability-specific teaching strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Professional feedback reception — receives instructional coaching and IEP feedback from supervisors and mentors with openness, applying suggestions to subsequent lesson planning or documentation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Disability knowledge expansion — actively pursues foundational understanding of unfamiliar disability categories encountered in new student caseloads through reading, consultation, and professional development 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. Instructional failure analysis — examines lessons or behavioral interventions that did not produce expected outcomes, identifies contributing factors, and redesigns approaches rather than attributing failure to student deficits Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Challenging caseload persistence — maintains consistent instructional effort and professional optimism when supporting students with complex, co-occurring disabilities who demonstrate slow or non-linear progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Ongoing learning integration — incorporates current research on evidence-based special education practices into classroom implementation, adjusting established routines when new evidence suggests better approaches 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. Progress monitoring as growth signal — uses student progress data not as a judgment of student ability but as diagnostic feedback that drives iterative refinement of instructional strategies and IEP goals 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 challenge navigation — maintains collaborative, growth-oriented relationships with resistant or grieving families by viewing disagreement as an opportunity to better understand family priorities rather than as an obstacle Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth mindset culture cultivation — embeds explicit growth mindset language and structures into classroom culture, teaching students with disabilities to view struggle as evidence of learning rather than confirmation of limitation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional learning leadership — champions school-wide adoption of reflective practice and continuous improvement norms within the special education department, modeling vulnerability and intellectual curiosity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Emotional regulation awareness — recognizes personal emotional responses to escalating student behavior and pauses before reacting to avoid unintentionally reinforcing or escalating the situation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student affect attunement — notices shifts in individual student mood, energy, or anxiety levels at the start of each class period and adjusts instructional pacing or sensory environment 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.
Developing
  1. Intentional de-escalation presence — maintains a calm, regulated physical and vocal presence during student behavioral crises, using measured tone and deliberate movement to reduce environmental tension 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. Meeting presence management — sustains focused attention during IEP and multidisciplinary team meetings, processing complex input from multiple stakeholders without losing track of student-centered priorities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Workload awareness — monitors personal stress signals during high-compliance periods and implements intentional recovery strategies to sustain instructional effectiveness throughout the school year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Trauma-informed attentiveness — approaches interactions with students who have experienced trauma with heightened attentiveness to nonverbal cues, pacing instruction to match student readiness moment to moment 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. Deliberate instructional pacing — monitors the cognitive and emotional load of students with disabilities during lessons and intentionally introduces breaks, transitions, and sensory supports based on real-time classroom observation 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 integration in instruction — teaches explicit mindfulness-based self-regulation strategies—such as breathing techniques, sensory grounding, and self-monitoring checklists—to students as transferable life skills Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Staff well-being modeling — models sustainable mindfulness practices within the special education team by normalizing emotional check-ins, boundary-setting, and reflective pauses during high-pressure compliance periods Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude9 statements
Emerging
  1. Compliance challenge persistence — maintains effort and accuracy in IEP documentation and procedural timelines despite the administrative complexity and volume of regulatory requirements 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 resistance endurance — continues to engage students who refuse instructional tasks or exhibit avoidance behaviors with consistent, patient re-direction rather than withdrawing instructional support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Crisis management resilience — recovers instructional momentum and classroom stability following behavioral crises or student escalations without allowing the incident to diminish commitment to the student's educational progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic barrier navigation — persists in securing appropriate services, evaluations, or placements for students despite bureaucratic delays, resource limitations, or administrative resistance 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. Family conflict endurance — maintains professional composure and student-centered advocacy when navigating tense or adversarial interactions with families during IEP disputes or placement disagreements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Long-arc student commitment — sustains individualized instructional effort across multi-year caseload relationships with students making incremental progress, treating small gains as meaningful evidence of student development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethical courage under pressure — upholds student rights and appropriate IEP services in the face of administrative pressure to reduce services, alter documentation, or overlook compliance violations 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. Systemic adversity leadership — guides the special education team through periods of institutional uncertainty—such as staffing shortages, policy changes, or community crises—maintaining instructional continuity and team morale Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Sustained advocacy across career — demonstrates decades-long professional commitment to students with disabilities by continuously updating practice, resisting burnout, and mentoring new educators to sustain the mission over time 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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Source anchors that ground each statement

Related titles
Blind Teacher · Braille Teacher · Deaf Teacher · DHOH Teacher (Deaf and Hard of Hearing Teacher) · Early Intervention Specialist · EBD SPED Teacher (Emotional-Behavioral Disabilities Special Education Teacher) · ED SPED Teacher (Emotional Disabilities Special Education Teacher) · Emotionally Impaired Teacher · Exceptional Children Teacher (EC Teacher) · Exceptional Student Education Teacher (ESE Teacher) · Handicapped Teacher · Hearing Impaired Teacher (HI Teacher)
RAPIDS apprenticeships
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O*NET skills
Active ListeningSocial PerceptivenessInstructingSpeakingActive LearningLearning StrategiesWritingService OrientationReading ComprehensionMonitoringCoordinationCritical ThinkingTime ManagementComplex Problem SolvingJudgment and Decision MakingPersuasionNegotiation
Knowledge domains
English LanguageEducation and TrainingMathematicsAdministrativeCustomer and Personal ServicePsychologySociology and AnthropologyPublic Safety and SecurityLaw and Government
Abilities
Oral ComprehensionOral ExpressionSpeech RecognitionSpeech ClarityWritten ExpressionProblem SensitivityDeductive ReasoningInductive ReasoningWritten ComprehensionInformation Ordering
Work styles
EmpathyCooperationDependabilityAttention to DetailSelf-ControlIntegrity
Technology
Operating system softwareData base user interface and query softwareComputer based training softwareElectronic mail softwareVideo creation and editing softwareProject management softwareSpell checkersSpreadsheet softwareOffice suite softwarePresentation software
Tasks · seed anchors for statements
  1. Develop or write Individualized Education Programs (IEPs) for students.
  2. Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  3. Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  4. Prepare materials and classrooms for class activities.
  5. Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
  6. Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  7. Coordinate placement of students with special needs into mainstream classes.
  8. Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1018

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.