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Special Education Teachers, Secondary School

SOC 25-2058.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers the full practice arc of special education teachers in secondary school settings, from initial classroom and IEP support under supervision through autonomous caseload management to program leadership and systemic policy development.

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. Classroom rules and behavioral expectations — establish and post under cooperating teacher guidance in a secondary special education setting.
  2. Student records and daily progress notes — maintain using district-approved templates with direct supervisory review.
  3. IEP meeting preparation — gather required assessment data and compile supporting documents under the direction of a lead special education teacher.
  4. Sensory-motor and language development activities — deliver pre-designed instructional strategies during co-taught secondary classroom sessions.
  5. Lesson objectives — write and display clear learning targets for each instructional period following department-provided formats.
  6. Classroom materials and adaptive equipment — organize and prepare before each scheduled class activity in a resource room environment.
  7. Positive reinforcement techniques — apply scripted behavior modification protocols to support socially acceptable conduct among secondary students with disabilities.
  8. Parent and guardian communication — participate in structured conferences alongside a mentor teacher to address students' academic or behavioral concerns.
  9. Electronic mail and office suite software — use to submit reports, correspond with team members, and document student information in school data systems.
  10. Active listening and observation — practice during IEP team meetings and multidisciplinary staffing sessions to build understanding of collaborative planning processes.
Developing
Mid-level / Established
  1. Classroom behavioral policies — enforce consistently and adapt enforcement strategies when initial approaches are insufficient in a secondary special education classroom.
  2. Cumulative student records and required compliance reports — maintain accurately and submit on schedule in accordance with IDEA regulations and district policy.
  3. Individual Educational Plans — contribute substantive goal recommendations and coordinate input from parents, counselors, and testing specialists during annual review meetings.
  4. Differentiated instructional strategies for cognition and memory — select and implement routinely to address varied learning profiles across secondary students with disabilities.
  5. Unit and project objectives — communicate clearly to students using multiple modalities, adjusting language for differing comprehension levels in a resource or inclusion setting.
  6. Adaptive classroom environments — configure independently, sourcing assistive technology and materials to support upcoming lesson requirements.
  7. Social skills instruction — plan and deliver structured lessons using behavior modification and token economy systems to reinforce prosocial behavior among secondary students.
  8. Multidisciplinary team conferences — facilitate student-focused problem-solving discussions with parents, administrators, and social workers to resolve recurring academic or behavioral issues.
  9. Presentation and database software — use to track IEP goal progress, generate data visualizations, and prepare reports for administrative review.
  10. Instructional effectiveness — monitor through ongoing formative assessment and adjust pacing and delivery in response to observed student performance data.
Proficient
Senior / Expert IC
  1. School-wide behavioral expectations — align classroom policies with broader campus frameworks and independently resolve complex disciplinary situations involving students with significant disabilities.
  2. Comprehensive IEP documentation and legally compliant progress reports — author and manage across a full caseload in a secondary special education department.
  3. IEP development — lead collaborative planning with parents, general education teachers, psychologists, and agency representatives to design individualized programs addressing educational, physical, and social development.
  4. Specialized instructional techniques for perceptual-motor, language, and cognitive skill development — select, sequence, and evaluate autonomously for diverse secondary learners with low-incidence and high-incidence disabilities.
  5. Standards-aligned and individualized lesson objectives — design across long-range curriculum units, integrating transition goals for students approaching post-secondary pathways.
  6. Classroom and community-based learning environments — prepare and differentiate for a range of instructional formats including self-contained, co-taught, and community-integrated settings.
  7. Behavior Intervention Plans — develop and implement evidence-based strategies, monitoring fidelity and adjusting reinforcement systems in response to functional behavioral assessment outcomes.
  8. Parent-school partnerships — cultivate through proactive, culturally responsive communication and mediate conflicts between families and school teams to achieve durable resolutions.
  9. Complex student data systems — manage and query to generate compliance reports, track longitudinal IEP goal progress, and inform instructional decision-making.
  10. Multidisciplinary problem-solving — apply critical thinking and systems analysis to diagnose root causes of persistent learning or behavioral challenges and design comprehensive intervention plans.
Advanced
Lead / Principal / Executive
  1. Department-wide behavioral frameworks and crisis response protocols — design and institutionalize across a secondary special education program to ensure consistent, safe learning environments.
  2. District compliance systems for student records and mandated reporting — lead development and audit processes to ensure alignment with federal IDEA requirements and state regulations.
  3. Transition and IEP policy — shape school or district-level procedures through collaboration with special education directors, community agencies, and post-secondary institutions.
  4. Evidence-based instructional models — evaluate, select, and champion adoption of emerging special education practices across secondary classrooms, mentoring teachers in implementation fidelity.
  5. Curriculum frameworks for students with disabilities — architect scope-and-sequence documents that align individualized goals with state academic standards and post-secondary transition outcomes.
  6. Inclusive learning environment design — lead school-wide initiatives to restructure physical and instructional spaces in support of diverse learners across general and special education settings.
  7. Positive behavioral support systems — spearhead school-wide or district-level programs integrating tiered interventions, staff training, and data-driven decision-making structures.
  8. Family and community engagement strategy — establish and sustain formal partnership structures with parent organizations, advocacy groups, and social service agencies serving secondary students with disabilities.
  9. Special education technology infrastructure — evaluate and guide procurement of document management, assistive technology, and data platforms to advance program-wide instructional effectiveness.
  10. Special education teacher development — mentor, coach, and formally evaluate early-career and developing teachers, building departmental capacity and fostering a culture of reflective professional 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 documentation drafting — uses an AI writing tool to generate first-draft progress notes and routine student records, then reviews and edits for accuracy before submission Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. IEP language generation — prompts an AI assistant to produce goal-statement templates for individual educational plans, selecting and adapting outputs to match each student's assessed needs Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Developing
  1. Differentiated lesson scaffolding — directs an AI tool to produce tiered instructional materials and activity variations for students with diverse learning profiles, then cross-checks alignment with IEP objectives 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. Behavior-support documentation — delegates drafting of behavior intervention plan narratives to an AI assistant, integrating the output with direct observational data and professional judgment before finalizing Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Parent communication drafting — uses AI-generated letter and email templates as a starting point for family correspondence, editing for tone, cultural responsiveness, and compliance with district policy WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Multi-stakeholder IEP coordination — orchestrates AI-generated summaries of assessment data and draft goal language across a caseload, then synthesizes outputs into legally compliant IEP documents reviewed with psychologists and social workers 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. Adaptive strategy selection — evaluates AI-recommended instructional techniques for sensory-motor and language development against student baseline data, retaining or discarding suggestions based on pedagogical evidence 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. Time-savings reallocation — redirects the substantial preparation time recovered through AI drafting tools toward direct therapeutic instruction and relationship-building with students, sustaining the human-centered core of the role Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. AI tool evaluation and caseload integration — assesses the automation feasibility ceiling of AI for complex instructional tasks, identifies where human judgment remains irreplaceable, and designs caseload workflows that deploy AI precisely within those boundaries 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. Institutional AI guidance — leads department-level policy development for responsible AI use in special education documentation and instruction, drawing on measured collaboration patterns to set standards for review, consent, and data privacy 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..
Evidence pack
AEI usage
Task observations: 176
Augment share: 17.6%
Time saved: 84.1%
AI autonomy: 3.02
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

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

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

1Communication13 statements
Emerging
  1. IEP terminology familiarity — uses foundational special education vocabulary when discussing student needs with supervising teachers and support 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.
  2. Parent notification — conveys basic student progress updates to families through written communication using district-approved formats O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Classroom objective delivery — states lesson goals in simplified, accessible language aligned to students' communication levels 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 participation — contributes student observations and data during IEP meetings with parents, administrators, and specialists with growing clarity and confidence 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. Behavioral expectation communication — explains classroom rules and procedures to students with disabilities using structured language, visuals, and repeated modeling O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Progress report writing — drafts accurate, compliant reports on student academic and behavioral development for administrative 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. IEP conference facilitation — leads structured parent-teacher conferences to communicate student goals, accommodations, and progress with precision and empathy across diverse family backgrounds Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-professional coordination — articulates student needs and intervention strategies clearly to psychologists, social workers, speech therapists, and general education teachers during collaborative planning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Differentiated instructional communication — delivers lesson content through multiple modalities simultaneously, adjusting language complexity in real time to match individual student cognitive and language 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.
  4. Documentation compliance — produces complete, legally defensible student records and activity reports that meet IDEA, district, and state regulatory standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Advocacy communication — presents complex student needs and systemic barriers to administrators and school boards with persuasive, evidence-based arguments that drive policy or resource 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.
  2. Family communication modeling — coaches paraprofessionals and novice teachers in effective communication strategies for engaging families of students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cross-system liaison communication — translates educational jargon and legal requirements into actionable language for community agencies, transition programs, and post-secondary partners O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership11 statements
Emerging
  1. Classroom presence — takes initiative in managing student behavior within the special education classroom using teacher-directed behavior modification techniques 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. Paraprofessional direction — provides basic task assignments and guidance to classroom aides under the supervision of a lead teacher Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP team contribution — assumes responsibility for developing draft IEP goals and presenting them to the multidisciplinary team with increasing ownership 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. Behavioral culture building — establishes consistent classroom norms and positive reinforcement systems that create a structured, safe learning environment for students with disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer collaboration initiation — coordinates with general education teachers to align accommodations and co-teaching responsibilities across shared student 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.
Applying
  1. IEP process ownership — leads all phases of the IEP development, implementation, and review cycle, coordinating schedules and contributions from parents, specialists, and administrators O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Instructional team leadership — directs and evaluates the daily work of paraprofessionals and classroom aides, ensuring fidelity to individual student support 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.
  3. Student self-advocacy development — designs and leads instruction explicitly building students' capacity to articulate their own learning needs and rights 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 leadership — designs and leads the school's special education program structure, mentoring new special educators and shaping service delivery models Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Transition planning leadership — leads coordinated transition planning processes that engage families, vocational rehabilitation counselors, and community providers for students approaching post-secondary life O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional learning facilitation — leads faculty-wide professional development on inclusive practices, disability awareness, and evidence-based accommodations 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.
3Metacognition9 statements
Emerging
  1. Instructional self-monitoring — reflects on lesson delivery after class to identify where students with disabilities were disengaged or lost and adjusts next steps accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Knowledge gap identification — recognizes personal limits in specific disability categories or legal compliance areas and seeks guidance from mentors or specialists Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Teaching strategy evaluation — systematically reviews which instructional techniques produced measurable progress for individual students and adjusts intervention plans 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.
  2. IEP goal calibration — monitors alignment between written IEP objectives and actual daily instructional decisions, catching drift before compliance or progress is compromised 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. Data-driven instructional reflection — analyzes formative assessment and behavioral data to evaluate the effectiveness of current strategies and redesign approaches for individual students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional learning planning — sets deliberate goals for expanding competency in areas such as assistive technology, trauma-informed practice, or specific disability categories based on caseload demands Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Caseload management metacognition — monitors personal cognitive load and organizational systems to ensure no student's documentation, services, or transitions fall through gaps 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. Systematic practice inquiry — designs and conducts structured self-study or action research on the effectiveness of instructional approaches across the special education caseload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Metacognitive modeling — explicitly teaches students with disabilities to monitor their own learning strategies, error patterns, and comprehension in age-appropriate ways Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Eligibility criterion interpretation — applies learned criteria to evaluate whether a student's observable challenges align with special education eligibility categories under IDEA O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral pattern observation — identifies recurring behavioral triggers and consequences in the classroom to form initial hypotheses about student needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Assessment data analysis — interprets psychoeducational evaluation results, observational data, and teacher reports to identify patterns in student learning 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.
  2. Accommodation selection reasoning — evaluates multiple accommodation options against individual student needs, avoiding one-size-fits-all approaches and justifying decisions with evidence O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral intervention analysis — examines antecedents, behaviors, and consequences systematically before selecting or modifying a behavior intervention plan Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. IEP goal quality evaluation — critically assesses whether proposed IEP goals are measurable, ambitious, legally compliant, and realistically connected to post-secondary outcomes 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. Intervention fidelity assessment — evaluates whether instructional strategies are being implemented as designed by aides and co-teachers and diagnoses where implementation breaks down 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. Competing hypothesis testing — distinguishes between disability-related learning challenges and other contributing factors such as language difference, trauma, or medical conditions when interpreting student performance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Systemic inequity analysis — identifies and challenges school-wide patterns of misidentification, disproportionality, or inadequate services for students from specific demographic groups 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. Evidence-based practice evaluation — critically appraises research literature on instructional interventions to determine applicability to specific student populations and disability profiles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Transition planning critical analysis — evaluates post-secondary goals against realistic vocational, academic, and independent living trajectories using multi-source data O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
5Collaboration11 statements
Emerging
  1. Co-teaching participation — contributes to shared lesson delivery in inclusive classrooms by supporting students with disabilities under the direction of the general education teacher 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. Team meeting preparation — arrives at IEP and planning meetings with relevant student data and documented observations to support productive collaboration 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 coordination — coordinates schedules, shares student data, and integrates recommendations from speech-language pathologists, occupational therapists, and school psychologists into daily instruction O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Parent partnership building — builds trusting, collaborative relationships with families by consistently sharing progress, honoring family knowledge of the student, and following through on commitments 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. General education alignment — collaborates with content-area teachers to co-develop modified materials and shared behavioral expectations for students with IEPs in inclusive settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. IEP team facilitation — coordinates the contributions of all stakeholders in IEP development meetings, managing diverse perspectives and ensuring each participant's input is documented and addressed Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-agency service coordination — collaborates with external agencies including vocational rehabilitation, mental health providers, and juvenile justice to coordinate wraparound supports for students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Paraprofessional partnership — establishes clear collaborative roles with classroom aides that maximize student support while maintaining instructional consistency and IEP fidelity 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. Inclusive culture co-creation — partners with school leadership and general education faculty to redesign school-wide structures that increase meaningful inclusion for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Community transition network building — cultivates sustained collaborative relationships with employers, post-secondary institutions, and community organizations to create viable pathways for graduating students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Professional learning community leadership — facilitates ongoing collaborative inquiry among special and general educators focused on improving outcomes for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character10 statements
Emerging
  1. Confidentiality adherence — handles student disability records, evaluation data, and family information in strict accordance with FERPA and IDEA privacy 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. Professional boundary maintenance — maintains appropriate student-teacher boundaries while building the trusting relationships that students with disabilities require Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Accountability in IEP compliance — takes full responsibility for meeting IEP service hours, documentation deadlines, and legally mandated timelines without requiring administrative prompting 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. Equitable treatment demonstration — consistently holds high expectations for all students with disabilities, refusing to allow disability labels to limit instructional ambition or advocacy 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. Ethical advocacy practice — challenges decisions by administrators, parents, or team members that compromise a student's right to a free appropriate public education, using professional and respectful persistence 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. Transparent professional conduct — communicates openly with parents and administrators about student progress, service gaps, and professional limitations without distortion or omission 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. Cultural humility in service — acknowledges and actively addresses cultural, linguistic, and socioeconomic factors that affect students' educational experiences and family engagement 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 integrity modeling — identifies and reports practices within the school or district that violate special education law or compromise student dignity, accepting professional risk to do so Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional ethics mentorship — guides less experienced colleagues through ethically complex situations involving family disagreements, manifestation determinations, or placement decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Disability rights advocacy — consistently situates instructional and planning decisions within a disability rights framework, modeling dignity-affirming language and practice for the entire school 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.
7Creativity10 statements
Emerging
  1. Material adaptation — modifies existing instructional materials by adjusting readability, adding visuals, or incorporating manipulatives to make content accessible to students with specific learning disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Engagement strategy experimentation — tries varied instructional formats such as role play, sensory activities, or peer tutoring to discover what captures individual students' attention 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. Differentiated unit design — creates original instructional units that simultaneously address multiple IEP goals across varied disability profiles within the same classroom environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral support innovation — designs individualized, creative positive behavior support strategies that are motivating and effective for students who have not responded to standard interventions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assistive technology integration — incorporates creative combinations of low- and high-tech tools to unlock access to curriculum and communication for students with physical or cognitive barriers O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Universal Design for Learning implementation — architects classroom environments, routines, and assessments using UDL principles that proactively eliminate barriers for diverse 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.
  2. Generalization strategy design — creates novel real-world practice activities that transfer academic and social skills learned in structured settings to natural environments and community contexts 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. Alternative assessment creation — develops meaningful, non-traditional assessments that accurately measure student mastery without penalizing disability-related processing or expression differences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Curriculum innovation leadership — designs original special education curriculum frameworks or transition programs that other educators adopt and replicate across the district Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-disability instructional model development — creates and publishes novel instructional approaches for reaching students with complex, co-occurring disability profiles that lack established evidence-based solutions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset10 statements
Emerging
  1. Professional feedback receptivity — receives observation feedback from mentors, coaches, and administrators with openness and translates suggestions into next-lesson adjustments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student potential orientation — resists diagnostic pessimism and maintains belief in each student's capacity for growth regardless of disability severity or prior academic history 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. Intervention persistence — continues refining and retrying modified instructional strategies for students with complex needs rather than defaulting to reduced expectations when initial approaches fail 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. Special education law continuous learning — proactively updates knowledge of IDEA amendments, state regulations, and case law to ensure compliant and current practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Failure-to-progress reframing — treats lack of student progress as diagnostic information about the instruction rather than the student, systematically revising approaches based on 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. Challenging caseload embrace — volunteers to work with students whose disabilities are most complex or whose histories include school failure, viewing the challenge as a professional growth opportunity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Evidence-based practice adoption — consistently integrates newly validated instructional strategies into practice, abandoning ineffective familiar methods when data warrants 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. Growth mindset culture cultivation — explicitly teaches students with disabilities to attribute their struggles to strategy and effort rather than fixed ability, building self-determination and academic resilience 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. District learning leadership — initiates professional learning communities or mentoring programs that help colleagues develop growth mindsets toward students with significant disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Career-long learning modeling — engages visibly in graduate coursework, national conference participation, and research communities, demonstrating sustained professional development to students and colleagues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness10 statements
Emerging
  1. Emotional climate awareness — monitors the emotional tone of the classroom in real time, recognizing when student anxiety, frustration, or dysregulation is escalating before behavior incidents occur Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Self-regulation in high-demand moments — maintains composed demeanor during student behavioral crises, avoiding reactive responses that escalate conflict Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Intentional pacing — adjusts lesson pacing and transition timing with deliberate attention to student sensory and cognitive load, preventing overwhelm in students with processing differences 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. Attentional modeling — demonstrates focused, patient attention during one-on-one instruction and IEP meetings, signaling to students and families that they are fully heard 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. Trauma-informed presence — maintains calm, predictable, and emotionally regulated interactions with students whose disabilities are compounded by adverse childhood experiences, consistently modeling safety 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. Intentional meeting facilitation — enters IEP and parent conferences with deliberate preparation for emotional conversations, managing reactive responses when families express distress or conflict 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. Compassion fatigue monitoring — recognizes personal signs of emotional depletion from high-demand caseloads and takes proactive steps to sustain effectiveness and professional wellbeing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness instruction for students — teaches age-appropriate self-regulation and attention-management techniques to students with ADHD, anxiety, or emotional disturbance as part of social-emotional 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. Organizational mindfulness systems — designs classroom physical environments, daily schedules, and sensory accommodations with precise intentionality to minimize cognitive and behavioral barriers for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Colleague wellbeing awareness — recognizes stress and compassion fatigue in paraprofessionals and co-teachers and intervenes with support, redistributed responsibilities, or referrals to administration Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Bureaucratic persistence — completes required IEP paperwork, evaluation timelines, and compliance documentation consistently despite high administrative burden 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.
  2. Difficult family conversation endurance — engages in challenging conversations with resistant or grieving parents about student disability, eligibility, or lack of progress without avoidance 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. Chronic challenge management — sustains instructional quality and student advocacy over time while managing caseloads that include students with severe, complex, or co-occurring disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. System navigation persistence — pursues appropriate services and evaluations for students even when encountering administrative resistance, resource scarcity, or bureaucratic delays Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Behavioral crisis recovery — returns to structured, positive instructional interactions with students following intense behavioral incidents without holding grudges or reducing expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Sustained advocacy under pressure — continues advocating for appropriate student placements and services through due process, mediation, or administrative escalation when informal resolution fails 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. Uncertainty tolerance — makes sound instructional and IEP decisions despite ambiguous assessment data, unclear disability classifications, or contested eligibility determinations 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. High-caseload resilience — maintains individualized attention and IEP fidelity for every student across a full and diverse caseload without allowing any student's needs to become invisible Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic change perseverance — sustains multi-year efforts to reform inadequate school-wide inclusion practices or disproportionate discipline systems despite institutional resistance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Crisis response leadership — steps into leadership during school-wide behavioral crises, traumatic events, or abrupt program changes to stabilize the special education program and protect student services Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student resilience cultivation — deliberately designs instruction and goal-setting experiences that build grit, self-determination, and the capacity to persist through academic and life challenges in 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.
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.
Show O*NET source anchors65 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Blind Teacher · Braille Teacher · Cross-Categorical SPED Teacher (Cross-Categorical Special Education Teacher) · Deaf Teacher · Education Specialist · Emotional Disability Special Education Teacher (ED SPED Teacher) · Emotionally Impaired Teacher · Exceptional Children's Teacher (EC Teacher) · Exceptional Student Education Teacher (ESE Teacher) · Handicapped Teacher · Hearing Impaired Teacher · High School Learning Support Teacher
RAPIDS apprenticeships
—
O*NET skills
InstructingLearning StrategiesReading ComprehensionSpeakingService OrientationCoordinationActive ListeningWritingMonitoringSocial PerceptivenessCritical ThinkingComplex Problem SolvingTime ManagementJudgment and Decision MakingActive LearningSystems AnalysisSystems EvaluationPersuasionNegotiation
Knowledge domains
Education and TrainingEnglish LanguagePsychologyCustomer and Personal ServiceTherapy and CounselingAdministrativeComputers and ElectronicsMathematicsPublic Safety and SecurityAdministration and ManagementSociology and AnthropologyLaw and Government
Abilities
Problem SensitivityOral ExpressionSpeech ClarityOral ComprehensionWritten ComprehensionWritten ExpressionDeductive ReasoningInductive ReasoningSpeech RecognitionNear Vision
Work styles
EmpathyCooperationDependabilityOptimismSelf-ControlSocial Orientation
Technology
Document management softwareGraphics or photo imaging softwareDesktop publishing softwareElectronic mail softwareWeb page creation and editing softwareSpell checkersData base user interface and query softwareSpreadsheet softwareOffice suite softwarePresentation software
Tasks · seed anchors for statements
  1. Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  2. Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
  3. Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
  4. Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  5. Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  6. Prepare materials and classrooms for class activities.
  7. Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  8. Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1019

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.