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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.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Show O*NET source anchors38 anchors · skillscrosswalk.com

O*NET enrichment · 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.