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Special Education Teachers, All Other

SOC 25-2059.00Job Zone 5 · Extensive PreparationSibling-inferredv.26.05

Context coveredThis framework covers university-level special education teacher preparation, spanning course design and delivery, student evaluation and mentorship, scholarly inquiry, and program leadership within accredited graduate and undergraduate academic environments.

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. Course syllabi and homework assignments — draft under faculty mentorship to align with special education curriculum standards in a graduate-level training program.
  2. Lecture content on foundational special education topics — prepare and deliver to small undergraduate cohorts under direct supervision of a senior instructor.
  3. Student written assignments and class participation — evaluate using established grading rubrics provided by the supervising faculty team.
  4. Classroom discussions on disability law and individualized instruction — initiate with structured prompts under the guidance of a cooperating professor.
  5. Word processing and office suite software — use to organize course handouts, assignment sheets, and instructional materials for assigned class sections.
  6. Reading comprehension strategies — apply when reviewing research literature to prepare accurate, evidence-based lecture content for assigned topics.
  7. Active listening techniques — demonstrate during post-lecture debriefs and student consultations to identify emerging learning needs in a university classroom.
  8. Electronic mail and course management platforms — use to communicate assignment expectations and respond to student inquiries in a timely manner.
  9. Basic educational psychology principles — reference when selecting instructional approaches for diverse learners in introductory special education coursework.
  10. Attendance and grading records — maintain accurately using spreadsheet software under the administrative direction of the department coordinator.
Developing
Mid-level / Established
  1. Undergraduate and graduate lectures on topics such as assessment practices and IEP development — prepare and deliver independently, incorporating current research with reduced faculty oversight.
  2. Student papers, projects, and examinations — evaluate and grade consistently, applying differentiated criteria to reflect varied learning objectives in special education courses.
  3. Seminar discussions on inclusive pedagogy and evidence-based interventions — facilitate with minimal prompting, adjusting pacing and depth to student comprehension levels.
  4. Course materials including syllabi, reading lists, and multimedia handouts — develop for multiple sections, coordinating content across a special education degree sequence.
  5. Learning strategies adapted to students with diverse exceptionalities — select and model during lectures to build students' own instructional repertoire for K–12 settings.
  6. Analytical software and web-based platforms — use to analyze course outcome data and adjust instructional design within a university department context.
  7. Written feedback on student assignments — compose with clarity and specificity, using correct English conventions to guide graduate students' professional development.
  8. Critical thinking frameworks — apply when evaluating competing special education models, guiding students to assess evidence quality in academic and clinical literature.
  9. Collaborative lesson planning sessions with departmental colleagues — participate in regularly to ensure vertical alignment across the special education curriculum.
  10. Student progress trends across a course term — monitor using spreadsheet tracking tools and report findings to the program director during routine review cycles.
Proficient
Senior / Expert IC
  1. Graduate-level lectures on advanced topics such as transition planning, augmentative communication, and behavior analysis — design and deliver autonomously, integrating interdisciplinary research across full-semester course arcs.
  2. Complex student work including thesis drafts and capstone projects — evaluate with nuanced, criterion-referenced feedback that advances scholars toward independent professional practice.
  3. High-stakes classroom discussions involving contested policy and ethical dilemmas in special education — initiate, moderate, and synthesize with skill, managing diverse viewpoints in a graduate seminar environment.
  4. Comprehensive course materials for new or redesigned special education courses — develop independently, aligning syllabi, assessments, and readings to accreditation standards and field competencies.
  5. Non-routine instructional challenges such as students with language barriers or prior trauma — address through adaptive learning strategies drawn from deep knowledge of psychology and educational theory.
  6. Departmental oral expression and presentation norms — model and explicitly teach to graduate students preparing for conference presentations and clinical consultation roles.
  7. Deductive reasoning applied to program evaluation data — use to identify gaps between instructional outcomes and field-readiness benchmarks, proposing targeted curricular revisions.
  8. Analytical and scientific software for qualitative and quantitative course research — employ to produce peer-reviewed scholarship that informs special education teacher preparation nationally.
  9. Student mentorship across full degree programs — provide, advising on research methodology, practicum performance, and career trajectories in university and clinical contexts.
  10. Interdisciplinary knowledge spanning education, administration, and customer service principles — integrate when designing field practicum structures that bridge university coursework and real-world school environments.
Advanced
Lead / Principal / Executive
  1. Special education teacher preparation program vision and strategic direction — set at the institutional level, aligning curriculum architecture with state licensure requirements, federal mandates, and emerging research.
  2. Department-wide lecture and course development standards — establish and disseminate, guiding faculty colleagues in designing evidence-based instruction across the full special education degree sequence.
  3. Scholarly and policy discourse on systemic issues in special education — lead publicly through keynote lectures, congressional testimony, and published position papers that shape national practice.
  4. Program-level evaluation and grading policy — author and steward, ensuring coherent, equitable assessment frameworks that hold all faculty to consistent, accreditation-aligned standards.
  5. Faculty learning communities and instructional coaching programs — create and sustain, developing the pedagogical capacity of junior instructors and doctoral teaching fellows across the department.
  6. High-level administrative decision-making on curriculum, hiring, and resource allocation — exercise with integrity and dependability, balancing institutional priorities with student and community needs.
  7. Cross-institutional research collaborations in special education — initiate and manage, leveraging analytical platforms and interdisciplinary networks to produce transformative knowledge for the field.
  8. Graduate students' intellectual development and professional identity formation — mentor at the highest level, modeling critical inquiry, ethical practice, and sustained intellectual curiosity throughout doctoral training.
  9. Institutional written communication standards for accreditation reports, grant proposals, and policy briefs — define and champion, ensuring the department's voice is authoritative, precise, and compelling.
  10. Organizational culture of cooperation, inclusion, and continuous improvement — cultivate across the special education program, influencing faculty governance, community partnerships, and the socialization of future educators.

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 material drafting — uses an AI tool to generate first-draft syllabi, homework assignments, and handouts for special education students, then manually reviews each item for alignment with IEP goals and accessibility requirements Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Grading support — submits student work samples to an AI assistant to obtain structured feedback drafts, which the teacher then edits and contextualizes before returning to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Differentiated-instruction scaffolding — directs an AI tool to adapt lesson content to multiple reading and comprehension levels simultaneously, reducing preparation time while retaining pedagogical judgment over accommodations 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. Discussion facilitation prep — uses an AI assistant to generate discussion prompts and anticipated student responses, then selects and sequences prompts based on knowledge of individual student communication needs WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Lecture content generation — delegates drafting of explanatory lecture notes on specialized topics to an AI assistant, verifying factual accuracy and IEP relevance before delivery Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Individualized feedback pipelines — orchestrates an AI workflow that processes class-wide assignment data and produces differentiated written feedback, then applies professional judgment to adjust tone and specificity for each learner's disability profile Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Active-listening documentation — uses AI transcription and summarization tools to capture classroom discussions in real time, then cross-references summaries against observation notes to identify participation patterns and adjust instruction 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..
  3. Curriculum alignment auditing — directs an AI tool to map course materials against state alternate-achievement standards, reviewing flagged gaps and resolving them through targeted content revisions Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  4. Time-efficiency reallocation — redistributes the 83.6% of preparation time recovered through AI-assisted drafting toward direct student interaction, IEP conferencing, and adaptive strategy development Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. AI autonomy governance — establishes classroom-level protocols that define which instructional tasks are delegated fully to AI tools versus reserved for human judgment, calibrated against the occupation's moderate automation-feasibility profile and collaborative augmentation norm 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. Human-technology integration leadership — models and trains colleagues in Human-Technology Interaction competencies by demonstrating how AI tools are embedded into the full instructional cycle—from lecture design through grading—while preserving speaking and active-listening as irreducible teacher functions 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..
  3. Adaptive learning system oversight — evaluates AI-generated learner-progress reports and personalized content recommendations at scale, applying expertise in learning strategies to accept, modify, or override system outputs based on nuanced disability and developmental context 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: 3264
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.91
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

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

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

1Communication14 statements
Emerging
  1. Student interaction foundation — delivers basic verbal instructions to students with disabilities using simplified language and visual supports in structured classroom settings 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. Written documentation basics — drafts initial IEP progress notes and parent communication using standard templates under supervisor guidance 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. Active listening introduction — attends to verbal and nonverbal cues from students with diverse communication needs during one-on-one instructional interactions 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. Multi-modal instruction delivery — presents academic content through differentiated verbal, visual, and tactile communication channels to accommodate varied 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. Stakeholder communication — conveys student progress and behavioral data to parents, paraprofessionals, and general education colleagues using accessible, jargon-free language 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. Classroom discussion facilitation — initiates and moderates structured academic discussions that include students with communication challenges through scaffolded prompting 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.
Applying
  1. IEP meeting communication — leads individualized education program conferences by presenting assessment findings, goals, and accommodations clearly to multidisciplinary teams and families Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Adaptive communication systems — implements and models augmentative and alternative communication (AAC) strategies consistently across instructional and social 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. Professional writing proficiency — authors detailed evaluation reports, behavior intervention plans, and transition documents that meet legal and educational standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Cross-disciplinary collaboration communication — translates specialized special education terminology into actionable guidance for general education teachers integrating students with IEPs 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. Communication systems leadership — designs building-wide communication protocols that align special education staff, families, and community partners around student support plans Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentored communication practice — coaches novice special educators and paraprofessionals in evidence-based communication strategies for students with high-needs 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.
  3. Advocacy communication — presents compelling data-driven arguments to administrators and boards to secure resources, policy changes, and inclusive programming for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Research dissemination — authors or co-authors practitioner-focused publications or conference presentations advancing communication best practices in special education 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.
2Leadership11 statements
Emerging
  1. Instructional responsibility initiation — accepts directed ownership of small-group lesson delivery for students with specific learning disabilities under cooperating teacher supervision Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Paraprofessional coordination basics — communicates daily task expectations to assigned paraprofessionals using structured scheduling tools in supported classroom environments 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. IEP team participation leadership — takes initiative in preparing agenda items, gathering data, and facilitating portions of IEP team meetings on behalf of assigned 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. Classroom environment ownership — establishes and maintains behavioral expectations, routines, and a physically organized learning environment for students with diverse 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.
  3. Student advocacy leadership — proactively identifies gaps in student support systems and initiates conversations with administrators to address unmet needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. IEP case management leadership — coordinates full caseload of students' services, assessments, and annual reviews while ensuring compliance with IDEA timelines and documentation 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. Paraprofessional supervision — directs, models for, and provides formative feedback to paraprofessionals implementing individualized student support plans across settings 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. Collaborative team leadership — chairs multidisciplinary student support meetings, synthesizes diverse professional input, and drives consensus on student programming decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Departmental program leadership — designs and leads special education program improvements including curriculum mapping, inclusion models, and tiered intervention frameworks at the school or district level Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Mentorship and professional development — guides early-career special educators through structured mentorship, modeling reflective practice and evidence-based instructional leadership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Systems change leadership — initiates and sustains school-wide initiatives such as PBIS implementation or co-teaching models that expand equitable outcomes for students with disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition10 statements
Emerging
  1. Instructional self-monitoring introduction — reflects on daily lesson delivery outcomes for students with IEPs by completing structured self-assessment journals with supervisor prompting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — identifies personal knowledge gaps in disability-specific instructional techniques and seeks targeted professional learning resources 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. Lesson effectiveness evaluation — independently analyzes student performance data after instruction to determine whether selected teaching strategies produced intended learning 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. Professional growth planning — sets specific, measurable personal development goals aligned to identified instructional weaknesses and tracks progress across the academic year Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Adaptive instructional thinking — monitors real-time comprehension signals from students with diverse needs and deliberately adjusts pacing, modality, or scaffolding mid-lesson 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 reflection — systematically evaluates the alignment between chosen instructional interventions and current research on effective practices for specific disability categories Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cognitive load self-regulation — manages complex concurrent demands of IEP compliance, behavioral support, and academic instruction by applying deliberate prioritization and planning strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Metacognitive modeling for students — explicitly teaches self-monitoring, self-questioning, and goal-setting strategies to students with learning disabilities as transferable academic 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. Program-level reflective inquiry — leads collaborative inquiry cycles in which special education teams examine their collective instructional assumptions and refine practice using shared student outcome data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Research-to-practice integration — critically evaluates emerging special education literature, identifies personal application gaps, and translates findings into refined instructional 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.
4Critical Thinking11 statements
Emerging
  1. Assessment data interpretation basics — reads and interprets standardized psychoeducational assessment reports to identify primary areas of student need under mentor guidance 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. Instructional problem identification — recognizes when a student's lack of progress signals a mismatch between current instructional strategy and the student's learning profile Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. IEP goal analysis — evaluates proposed IEP goals against baseline assessment data to determine whether goals are measurable, appropriately ambitious, and functionally meaningful 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 hypothesis generation — applies functional behavior assessment frameworks to analyze antecedents, behaviors, and consequences before selecting interventions 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. Evidence evaluation for intervention selection — compares multiple research-based reading or mathematics intervention programs against individual student profiles to select the best-fit approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-source data synthesis — integrates classroom observation, standardized assessments, teacher reports, and family input to form comprehensive, accurate pictures of student functioning 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. Placement and least-restrictive environment reasoning — constructs and defends data-based arguments for student placement decisions that balance inclusion with individualized support intensity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Intervention effectiveness critique — systematically challenges assumptions underlying current student support plans by reviewing progress monitoring trends and identifying confounding variables 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 evaluation leadership — designs and conducts rigorous analyses of special education program outcomes, identifying systemic patterns and recommending evidence-based programmatic changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethical dilemma resolution — applies structured ethical reasoning frameworks to navigate complex conflicts involving student rights, family preferences, administrative pressures, and legal mandates Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Instructional research critique — evaluates the methodological quality and practical applicability of special education research studies for use in school-based 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.
5Collaboration11 statements
Emerging
  1. Co-teaching introduction — participates as a supportive co-teacher in general education classrooms by delivering targeted accommodations to identified students with guidance from lead 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. Multidisciplinary team participation — attends IEP and student support team meetings, contributes observational data, and actively listens to input from related service providers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Co-teaching partnership development — negotiates shared instructional roles, responsibilities, and lesson planning with general education partners to deliver integrated co-taught 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. Family partnership building — establishes reciprocal communication and trust with families of students with disabilities by actively 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.
  3. Cross-disciplinary service coordination — collaborates with speech-language pathologists, occupational therapists, and school psychologists to align services and avoid fragmented student support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Inclusion facilitation — builds sustained co-teaching relationships across multiple general education classrooms, differentiating collaborative roles based on lesson content and 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.
  2. Collaborative IEP development — facilitates genuinely collaborative IEP construction processes in which families, students (when appropriate), and all team members contribute meaningfully to goal-setting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Conflict navigation in teams — manages disagreements between family members, administrators, and service providers about student programming by applying interest-based negotiation and shared data review Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Inclusion systems design — develops school-wide co-teaching frameworks and professional learning communities that expand collaborative instructional capacity across general and special education staff Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Community partnership coordination — establishes and sustains relationships with community agencies, vocational programs, and transition services to create seamless support networks for students with complex needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Collaborative research and improvement — leads professional learning communities in examining shared student data, building collective instructional responses, and sustaining iterative improvement cycles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character11 statements
Emerging
  1. Confidentiality compliance — handles student disability records, IEP documents, and behavioral data in strict accordance with FERPA and IDEA privacy requirements in all professional interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional boundary maintenance — maintains appropriate professional relationships with students with disabilities and their families, distinguishing advocacy from overreach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Disability equity commitment — consistently advocates for the dignity, rights, and full participation of students with disabilities in school activities, resisting deficit-based narratives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Accountability in documentation — accurately records student progress data, instructional decisions, and incident reports without omission or distortion even when findings reflect poorly on program effectiveness 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. Ethical resource stewardship — allocates instructional time, paraprofessional support, and supplemental materials equitably across caseload based on documented student need Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Mandatory reporting integrity — recognizes and reports suspected abuse, neglect, or rights violations affecting students with disabilities promptly and in compliance with all legal obligations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional ethics modeling — demonstrates honesty, transparency, and principled decision-making in IEP teams, parent conferences, and administrative interactions, setting a visible ethical standard Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Courageous advocacy — raises concerns about systemic inequities, inappropriate placements, or inadequate resources on behalf of students with disabilities even when doing so involves professional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership in special education — shapes department or school culture by institutionalizing ethical decision-making frameworks, equitable practices, and rights-based approaches to disability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Professional ethics mentorship — guides colleagues through ethically complex situations involving student rights, family conflicts, and administrative pressures, modeling principled reasoning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community trust stewardship — represents the special education program to families, community partners, and oversight bodies with consistent transparency and accountability that builds long-term institutional trust Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity11 statements
Emerging
  1. Instructional material adaptation — modifies existing commercially prepared materials by adjusting reading level, format, or sensory modality to match individual student accessibility needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Alternative assessment exploration — experiments with non-traditional ways of assessing student learning such as portfolios, demonstrations, or oral responses when standardized formats disadvantage 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.
Developing
  1. Differentiated lesson design — constructs original lesson plans that embed multiple means of representation, engagement, and expression for heterogeneous groups of students with varying disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Environmental innovation — reconfigures classroom physical layout, sensory resources, and visual systems creatively to optimize learning and behavioral outcomes for students with complex needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Technology integration creativity — selects and combines assistive technology tools and educational software in novel configurations that address individual students' unique access barriers 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. Individualized curriculum design — develops original, highly customized curriculum units that bridge IEP goals with grade-level standards through creative scaffolding and task analysis sequences 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. Creative behavioral intervention — generates novel, positively framed behavioral support strategies that are both research-grounded and uniquely tailored to the motivational profile of individual students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Problem-solving under constraint — invents effective instructional solutions within significant resource, time, and caseload constraints, demonstrating resourcefulness in underserved educational contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program innovation leadership — conceptualizes and pilots new special education service delivery models, instructional frameworks, or transition programs that expand student opportunity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic creative problem-solving — designs creative organizational solutions to persistent challenges such as scheduling, inclusion barriers, or staffing shortages that improve outcomes across the special education program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Cross-field inspiration integration — applies insights from fields such as universal design, positive psychology, and neuroscience to generate novel approaches to persistent special education challenges 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 Mindset11 statements
Emerging
  1. Feedback receptivity — accepts and applies formative feedback from cooperating teachers and supervisors about instructional delivery for students with disabilities without becoming defensive Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Challenge reframing — approaches first encounters with unfamiliar disability categories or complex behavioral profiles as learning opportunities rather than threats to professional competence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Persistent intervention adjustment — responds to plateaued student progress data by systematically trying alternative evidence-based approaches rather than attributing stagnation to fixed student limitations 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 engagement — voluntarily pursues training in emerging special education practices such as trauma-informed instruction or assistive technology beyond minimum required 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.
  3. Setback recovery modeling — demonstrates to students with disabilities that errors and slow progress are normal parts of learning by explicitly normalizing the struggle-growth connection in classroom culture Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Iterative IEP improvement — treats annually recurring IEP cycles as structured opportunities for deepening understanding of each student's learning trajectory rather than administrative 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.
  2. Expertise expansion commitment — systematically develops competence in new disability categories, instructional methodologies, or legal frameworks to expand the range of students effectively served Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Peer learning orientation — actively seeks out colleagues with different expertise areas and applies new insights to continuously refine instructional practice across caseload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth culture cultivation — establishes a team or department culture in which professional growth, risk-taking, and honest examination of ineffective practices are normalized and celebrated Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student growth mindset instruction — explicitly embeds evidence-based growth mindset curricula into instruction for students with learning disabilities, connecting effort and strategy to measurable academic progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Field learning contribution — shares hard-won professional insights through conference presentations, peer mentoring, or practitioner writing, contributing to collective growth in the special education field Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness11 statements
Emerging
  1. Emotional regulation in crisis — maintains composure during student behavioral episodes or emotionally charged parent interactions by applying basic self-regulation strategies before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Intentional transition management — designs and implements structured transition routines for students with disabilities that support attentional reset between instructional activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Trauma-informed presence — maintains a consistent, regulated, and emotionally available instructional presence that supports felt safety for students with trauma histories or anxiety-based disabilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attention calibration — monitors personal attentional focus during demanding IEP meetings or instructional blocks and applies deliberate refocusing strategies when distraction or fatigue emerges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student co-regulation support — models and scaffolds emotional regulation strategies for students with social-emotional disabilities through consistent, calm, and predictable instructional interactions 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. Compassion fatigue management — recognizes early indicators of professional burnout and secondary trauma in self and applies proactive self-care and boundary-setting strategies to sustain long-term effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Intentional instructional pacing — makes deliberate, data-informed decisions about lesson pacing and sensory load for students with attention or processing challenges, adjusting in real time based on observed student states Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Mindful conflict engagement — approaches adversarial IEP negotiations or family disagreements with deliberate emotional regulation, curiosity, and non-reactive listening Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness-based instruction integration — incorporates evidence-based mindfulness and self-regulation curricula into special education programming for students with emotional, behavioral, or attention-related 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. Team wellbeing stewardship — attends to the emotional climate of the special education team, proactively creating structures that support staff wellbeing and prevent burnout Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mindful mentorship — guides novice special educators in developing emotional regulation skills and intentional professional presence, modeling sustainable mindfulness practices in high-demand educational environments Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Caseload complexity tolerance — persists through the initial overwhelm of managing multiple students' IEPs, behavioral plans, and compliance deadlines by applying structured organizational systems Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Rejection resilience — continues advocating for student services and accommodations following initial administrative denials or parent disagreements without abandoning student-centered goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Sustained effort through slow progress — maintains consistent, high-quality instructional effort for students whose learning goals require months or years of incremental progress without visible milestones Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Compliance burden endurance — completes rigorous IDEA documentation, evaluation, and procedural requirements accurately and thoroughly despite significant time pressure and administrative burden 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. Systemic barrier navigation — persists in finding workable solutions for students with disabilities when encountering school-level scheduling, resource, or attitudinal barriers to inclusion Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. High-complexity student commitment — sustains evidence-based, individualized instructional support for students with the most intensive and challenging needs across the full academic year without reducing commitment 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. Courageous parent advocacy — maintains positions based on student data and legal rights in contentious IEP meetings even when challenged by families, administrators, or legal representatives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Crisis response resilience — returns to effective, regulated instructional functioning promptly following acute student behavioral crises, maintaining consistent environmental safety and relational trust Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Long-term student outcome ownership — sustains multi-year, relationship-based advocacy for students with the most complex needs through programmatic transitions, staff changes, and systemic disruptions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Field-level perseverance — continues advancing equitable special education practices in the face of systemic underfunding, policy barriers, and institutional resistance, sustaining hope and professional purpose Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Fortitude mentorship — prepares early-career special educators for the sustained emotional and professional demands of the field by sharing strategies for perseverance, purpose maintenance, and courageous advocacy 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.
Show O*NET source anchors38 anchors · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Autism Tutor · Special Education Preschool Teacher · Special Education Teacher · Special Education Teacher for Adults with Disabilities · Teacher of the Visually Impaired
RAPIDS apprenticeships
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O*NET skills
SpeakingReading ComprehensionInstructingActive ListeningLearning StrategiesWritingCritical ThinkingActive Learning
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceMathematicsPsychologyAdministrativeAdministration and Management
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionDeductive Reasoning
Work styles
DependabilityCooperationSocial OrientationIntellectual CuriosityIntegrityAttention to Detail
Technology
Word processing softwareWeb platform development softwareAnalytical or scientific softwareSpreadsheet softwareOffice suite softwareElectronic mail software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, pri
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
CIP education codes
13.100113.100313.100513.100613.100713.100813.100913.101113.101213.101313.101413.101613.1099

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.