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Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors

SOC 25-3011.00Job Zone 4 · Considerable Preparationv.26.05

Context coveredThis framework covers instructional practice in adult basic education, adult secondary education, and English as a Second Language programs, spanning entry-level classroom support through organizational leadership and policy influence in community-based and institutional adult learning 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. Lesson objectives — establish and communicate in writing to adult learners at the start of each instructional unit in a basic education classroom.
  2. Classroom materials and physical space — prepare and arrange under supervisor guidance before scheduled class activities in an adult learning center.
  3. Student work samples — observe and record basic progress notes using program-provided templates in a structured ABE or ESL setting.
  4. Instructional methods — apply assigned lecture and discussion techniques under direct mentor feedback during initial classroom placements.
  5. Individual student characteristics — identify observable qualifications, interests, and limitations by conducting structured intake observations in an adult education program.
  6. Reading comprehension strategies — introduce foundational techniques to low-level adult learners using program-approved materials in a supervised classroom.
  7. Office suite and presentation software — use to prepare basic instructional handouts and slide decks for adult secondary or ESL lessons.
  8. Active listening practices — demonstrate during one-on-one student conferences to capture learner concerns and relay them to supervising instructors.
  9. Further education pathways — introduce available learning opportunities to students by sharing program-provided resources in a group orientation session.
  10. Balanced instructional activities — assist in planning and delivering observation, questioning, and practice segments within a co-taught adult education class.
Developing
Mid-level / Established
  1. Student progress — evaluate routinely using formative assessments and provide targeted written and verbal feedback across ABE, secondary, and ESL course levels.
  2. Teaching methods and instructional materials — adapt independently to address varying learner needs and ability levels within a multi-level adult education classroom.
  3. Unit and lesson objectives — design aligned to program standards and communicate clearly to diverse adult learner cohorts with limited supervision.
  4. Balanced instructional programs — plan and conduct independently, integrating lecture, demonstration, discussion, and hands-on investigation within a weekly course schedule.
  5. Computer-based training and multimedia software — select and integrate into lessons to support differentiated instruction in an adult literacy or ESL program.
  6. Learner qualifications and interests — assess systematically through observation and informal interviews to inform individualized instructional decisions in an ongoing course.
  7. Learning strategies — model and teach to adult students persisting through challenging reading and writing tasks in a secondary education preparation program.
  8. Time management practices — apply when juggling simultaneous responsibilities including lesson planning, student conferencing, and program reporting in an adult education center.
  9. Written communication skills — develop in students by designing scaffolded writing tasks appropriate to GED preparation or intermediate ESL proficiency levels.
  10. Student perseverance and goal-setting — foster through regular encouragement conversations and structured reflection activities that prepare adults for post-program educational transition.
Proficient
Senior / Expert IC
  1. Complex learner needs — diagnose and resolve autonomously by applying critical thinking and problem-sensitivity across mixed-ability adult education cohorts without supervisory direction.
  2. Full instructional scope — deliver independently across ABE, adult secondary, and ESL program levels, flexibly shifting methods based on real-time learner response.
  3. Non-routine student challenges — address through nuanced judgment and decision-making, drawing on deep knowledge of English language acquisition and adult learning theory.
  4. Individualized and group instruction — design and execute simultaneously, balancing small-group differentiation with whole-class activities in a high-enrollment adult learning program.
  5. Inductive and deductive reasoning tasks — scaffold explicitly for adult learners preparing for equivalency examinations or workforce entry in a secondary education program.
  6. Technology integration — curate and deploy web-based, multimedia, and computer-based platforms strategically to meet diverse modality needs across an adult education curriculum.
  7. Social perceptiveness — apply continuously to detect shifts in student motivation, cultural dynamics, and interpersonal tensions, adjusting classroom climate interventions accordingly.
  8. Oral expression and speech clarity — model and coach systematically in ESL and oral communication modules, providing detailed corrective feedback tied to learner proficiency benchmarks.
  9. Program-wide instructional continuity — coordinate with colleagues and administrators to ensure cohesive learning sequences across course levels in an adult education department.
  10. Evidence-based instructional improvement — gather, analyze, and act on student performance data to refine lesson design and intervention strategies across a full program cycle.
Advanced
Lead / Principal / Executive
  1. Instructional vision and standards — establish program-wide pedagogical direction for ABE, GED, and ESL tracks, aligning curriculum frameworks to state and federal adult education mandates.
  2. Emerging instructors — mentor and evaluate systematically, designing onboarding experiences and ongoing coaching structures that build departmental teaching capacity across an adult education organization.
  3. Curriculum architecture — lead the design and periodic revision of scope-and-sequence documents, ensuring vertical alignment and rigor across all program levels and modalities.
  4. Complex institutional challenges — resolve by applying advanced judgment, negotiating across stakeholder groups, and modeling adaptive leadership within a large adult education or workforce development system.
  5. Professional learning community — cultivate among instructional staff by facilitating collaborative inquiry cycles, peer observation protocols, and data-driven reflection sessions at the organizational level.
  6. Strategic technology adoption — evaluate, advocate for, and oversee implementation of enterprise-level educational software and learning management systems that serve diverse adult learner populations at scale.
  7. Equity and access frameworks — champion by developing policies and instructional support structures that reduce systemic barriers for historically underserved adult learners across program sites.
  8. External partnerships — negotiate and manage with community colleges, workforce agencies, and social services to create articulated pathways that extend learner opportunity beyond the immediate program.
  9. Organizational performance — monitor through multi-metric accountability systems, translating program-wide outcome data into strategic recommendations for administrators, funders, and policy stakeholders.
  10. Field-level knowledge — contribute to by presenting research-informed practices at professional conferences, authoring program evaluation reports, and shaping regional adult education policy conversations.

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-generated lesson templates — adopts pre-built instructional outlines from an LLM to scaffold lesson planning, manually reviewing each objective for alignment with student needs Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic reading-level adjustment — prompts an AI tool to simplify or reformat texts for lower-literacy learners, then checks the output for accuracy and cultural appropriateness before distributing materials Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Differentiated materials production — directs an AI assistant to generate multiple versions of a worksheet or reading passage at varying complexity levels, then selects and edits the output to match observed student limitations 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. Student progress documentation — delegates routine progress-note drafting to an AI tool using teacher-supplied observation notes, then reviews and corrects the summary before entering it into official records Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. ESL vocabulary activity generation — instructs an LLM to produce contextualized vocabulary exercises targeting specific grammar structures, retaining authorship of the pedagogical sequence and sequencing logic WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Adaptive instructional planning — uses an AI assistant to rapidly prototype unit plans that account for mixed-ability cohorts, then evaluates each plan against direct student observation data and revises accordingly 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. Formative feedback drafting — hands off batches of student writing samples to an AI tool with a rubric prompt, cross-checks AI feedback against active-listening observations from class, and adds individualized commentary before returning work to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Learning-strategy coaching scaffolds — generates AI-drafted metacognitive prompts and self-monitoring checklists for adult learners, then pilots them in session and refines based on monitored student response 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..
  4. Parent and agency communication — uses an LLM to produce clear, plain-language progress summaries from raw assessment data, editing for tone and instructional nuance before sharing with support agencies or family contacts Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Human-technology workflow design — architects a classroom-wide AI-assisted feedback loop in which student drafts are pre-screened by an LLM, flagging patterns for the instructor who then prioritizes deep one-on-one conferencing on issues the tool cannot resolve 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..
  2. Instructional AI quality gatekeeping — evaluates the pedagogical soundness of AI-generated curricula against adult-learning theory and direct learner observation, establishing department-level standards for when AI output is usable versus when instructor-authored content is required 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. Personalized learning pathway orchestration — directs multiple AI tools across assessment, content generation, and progress tracking phases of instruction, synthesizing outputs into individualized education plans while retaining full accountability for learning objectives and student welfare 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: 982
Augment share: 95%
Time saved: 83.9%
AI autonomy: 3.11
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.

1Communication12 statements
Emerging
  1. Student intake communication — elicits basic background information and learning goals through structured intake conversations with adult learners entering ABE, ASE, or ESL programs 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. Lesson objective delivery — states learning goals in plain language at the start of each class session so adult learners understand the purpose of instruction O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written feedback drafting — writes brief, legible comments on student assignments that identify one area of strength and one area for improvement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Cross-literacy communication — adjusts vocabulary, sentence complexity, and pacing when explaining concepts to learners at varying English proficiency or literacy 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.
  2. Progress communication — conveys assessment results and growth data to students using non-technical language that motivates continued effort O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Parent and agency liaison communication — relays student progress updates to family members or referring social-service agencies using clear, jargon-free summaries Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Multi-modal instructional communication — delivers lessons through integrated speaking, writing, visual demonstration, and discussion so diverse adult learners access content through multiple channels 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. Differentiated objective communication — articulates tiered learning objectives for mixed-level classrooms, ensuring each learner understands individualized expectations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Culturally responsive communication — frames explanations using examples and references relevant to the cultural backgrounds and life contexts of adult ESL and ABE 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.
Exceeding
  1. Program-level communication leadership — authors curriculum guides, assessment rubrics, and program narratives that represent the instructional approach to accreditation bodies and funding agencies 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. Community outreach communication — designs and delivers informational presentations that recruit underserved adult learners and explain program benefits to employers and community partners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship communication — coaches new instructors on how to frame objectives, deliver feedback, and navigate difficult conversations with adult learners experiencing personal barriers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership11 statements
Emerging
  1. Classroom environment leadership — establishes basic norms for respectful discussion and peer interaction during the first week of an adult education course Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning goal co-creation — invites students to share personal goals during orientation and incorporates at least one individual priority into early lesson planning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Differentiated instruction leadership — selects and sequences instructional strategies that address the range of abilities within a single adult education cohort without instructor support Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student advocacy leadership — identifies learners experiencing external barriers such as housing or childcare and connects them to support services to sustain enrollment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer learning facilitation — structures small-group activities in which more proficient learners support emerging readers or English learners under instructor guidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Program initiative ownership — designs and implements a supplemental instructional module, such as a workplace literacy unit, from needs assessment through delivery and evaluation 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. Goal persistence cultivation — leads individual conferences that help adult learners reframe setbacks as progress data and set revised short-term milestones 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 culture leadership — builds a psychologically safe learning environment in which adult learners with interrupted education take intellectual risks without fear of judgment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Instructional leadership across the program — mentors emerging ABE and ESL instructors by modeling lesson planning, differentiation techniques, and trauma-informed classroom management Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic advocacy leadership — leads program-wide initiatives to align curriculum with HiSET, GED, or NEDP standards and presents findings to program directors and state agencies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Community partnership leadership — builds and sustains relationships with workforce boards, libraries, and employer partners to expand contextualized learning pathways for adult learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition9 statements
Emerging
  1. Lesson reflection practice — reviews a completed lesson plan after delivery to identify one instructional decision that supported learning and one that did not Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — identifies two or three personal strategies for understanding new adult education content standards before applying them in the classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional self-monitoring — tracks student engagement patterns during lessons and adjusts pacing or activity type in response to real-time attention cues 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. Assessment interpretation reflection — examines patterns in student assessment data to determine whether gaps reflect instructional design issues rather than 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.
Applying
  1. Differentiation self-evaluation — conducts a systematic post-unit review comparing planned instructional adaptations against actual learner outcomes and revises the unit for the next cohort 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 explicit quarterly goals for expanding expertise in a specific area such as numeracy instruction or CASAS assessment interpretation, and tracks progress against those goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Bias identification in practice — examines personal assumptions about adult learner potential based on educational history or immigration status and restructures expectations accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Reflective practice modeling — documents and shares detailed instructional reflections with program colleagues, demonstrating how metacognitive review drives measurable improvement in student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Program-level learning strategy design — develops professional development sessions that build metacognitive habits in new ABE and ESL instructors, including structured reflection protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking10 statements
Emerging
  1. Student needs analysis — reviews intake assessment scores and observational notes to form a preliminary picture of each learner's academic strengths and gaps O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Instructional material evaluation — compares two curriculum resources for alignment with program standards before selecting one for a unit Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Diagnostic assessment interpretation — analyzes CASAS, TABE, or NRS data to distinguish between learners who need foundational literacy support and those ready for secondary-level content O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assumption examination in instruction — questions whether a lesson design assumes background knowledge that adult learners with interrupted schooling may not possess and redesigns 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.
  3. Evidence-based progress determination — applies multiple data sources including observation, work samples, and formal tests to evaluate whether a student has met benchmark criteria O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Root-cause analysis of learning barriers — distinguishes between cognitive, linguistic, affective, and environmental factors contributing to a student's stalled progress and designs targeted 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.
  2. Curriculum coherence evaluation — audits a unit sequence for logical scaffolding, identifies gaps where learners lack prerequisite knowledge, and restructures the progression 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 evidence arbitration — weighs conflicting data from standardized assessments and classroom performance to make a justified decision about learner advancement or placement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program evaluation critical analysis — examines program-wide outcome data for equity patterns, identifies subgroups with persistently lower gains, and proposes evidence-based instructional responses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Policy implication analysis — evaluates how changes to NRS accountability measures or state funding formulas affect curriculum priorities and communicates reasoned recommendations to program leadership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
5Collaboration10 statements
Emerging
  1. Co-teacher coordination — shares lesson plans and student observation notes with a co-instructor or instructional aide before each class session Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Referral network initiation — identifies the key social service, workforce, and academic partners that the program collaborates with and understands each partner's role O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Interdisciplinary team participation — contributes student progress observations to case conferences with counselors, workforce specialists, and family literacy coordinators 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. Peer instructional collaboration — co-plans a contextualized literacy or numeracy unit with a colleague from a different content area such as workforce training or digital literacy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community partner collaboration — coordinates with library staff or employer representatives to design workplace or community-embedded learning activities for adult learners O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Cross-agency student support coordination — collaborates with case managers from TANF, refugee resettlement, or vocational rehabilitation programs to align instructional goals with learner case 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.
  2. Professional learning community contribution — facilitates or actively contributes to regular team meetings where instructors analyze shared student data and refine instructional strategies together Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Peer feedback collaboration — engages in structured peer observation cycles with colleagues, offering and receiving specific instructional feedback tied to student outcome data Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Consortium-level collaboration — represents the program in regional adult education consortia, contributing instructional expertise to shared curriculum development and cross-program articulation agreements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Collaborative program design leadership — convenes and leads a cross-functional team of instructors, administrators, and community partners to redesign a program pathway from intake through transition Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character10 statements
Emerging
  1. Learner dignity commitment — addresses each adult student by preferred name, refrains from condescension, and maintains a tone of respect regardless of literacy level or language ability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attendance and preparation reliability — arrives to every class session with complete materials and a prepared lesson plan, modeling the professionalism expected of 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.
Developing
  1. Confidentiality accountability — handles student assessment records, immigration status disclosures, and personal history information with strict confidentiality in accordance with program policy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Equitable treatment demonstration — applies consistent standards for participation, feedback, and advancement across learners of different national origins, ages, and prior educational experiences 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. Commitment to learner autonomy — presents multiple pathways and allows adult learners to make informed choices about their educational goals without imposing the instructor's preferences Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Trauma-informed ethical practice — recognizes when a student's disclosure of trauma requires a referral response, maintains appropriate professional boundaries, and follows mandatory reporting obligations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Transparent assessment ethics — provides honest, evidence-based evaluations of student readiness for advancement rather than inflating assessments to meet enrollment metrics 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 boundary integrity — maintains appropriate instructor-student boundaries while still building the trusting relationships that adult learners require to persist in education Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership modeling — articulates and upholds a clear instructional ethics framework for the program team, addressing issues such as grade integrity, equitable grading, and culturally biased materials Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic equity advocacy — challenges program policies or assessment tools that produce inequitable outcomes for specific learner populations and proposes evidence-based alternatives to leadership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity10 statements
Emerging
  1. Contextual material adaptation — modifies a standard workbook exercise by substituting generic scenarios with examples drawn from learners' actual workplaces or 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.
  2. Activity variety experimentation — introduces one new instructional format per unit, such as a role-play, visual mapping activity, or community text analysis, to increase engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Differentiated lesson design — creates tiered task sets for a single lesson that allow learners at three different literacy levels to work toward the same objective through appropriately challenging pathways 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. Asset-based curriculum building — designs learning activities that position students' home languages, cultural knowledge, and life experience as instructional resources rather than deficits 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. Low-resource material creation — produces functional, visually clear instructional materials using basic tools when commercial curriculum is unavailable or inappropriate for the learner population Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Contextualized curriculum design — develops a workplace-literacy or civic-participation curriculum unit from scratch that integrates authentic texts, real-world tasks, and 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. Innovative assessment design — creates performance-based assessment tasks such as job application completion or utility bill reading that measure adult competency in authentic 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. Culturally generative lesson creation — co-creates learning materials with students that reflect their lived experiences, producing resources that future cohorts can also use Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum innovation leadership — authors a replicable instructional model that integrates digital literacy, language development, and workforce readiness within a single course framework and disseminates it regionally Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Creative problem-solving for access — designs a hybrid or distance-learning delivery model that preserves relational instructional quality for adult learners with transportation or scheduling 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.
8Growth Mindset10 statements
Emerging
  1. Feedback receptivity — accepts and reflects on supervisor observation notes or peer feedback about instructional delivery without becoming defensive Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learner persistence modeling — explicitly shares with students a personal example of overcoming a learning challenge to normalize struggle as part of the educational process Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional iteration after setbacks — redesigns a lesson that produced poor comprehension outcomes, testing a different approach with the same cohort rather than abandoning the objective 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 development engagement — participates actively in training on new topics such as trauma-informed teaching, digital literacy instruction, or second-language acquisition theory and applies new techniques promptly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student persistence cultivation — uses specific, process-focused praise rather than ability-based praise when responding to student work to reinforce effort and strategy over innate talent 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. Longitudinal learner belief — maintains high expectations and sustained instructional investment for adult learners who progress slowly across multiple semesters, documenting incremental growth as evidence of capability 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. Challenge-seeking professional practice — volunteers to teach a new level, subject area, or delivery format that stretches instructional expertise beyond the current comfort zone Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Feedback integration into practice — systematically incorporates student satisfaction data, peer observations, and assessment trends into a revised instructional approach each program cycle Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth mindset culture building — implements program-wide practices such as learning journals, goal-setting conferences, and growth portfolios that institutionalize persistence and reflection across all adult learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Instructor resilience mentorship — coaches colleagues who are experiencing burnout or discouragement by reframing challenges as indicators of professional growth opportunities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness10 statements
Emerging
  1. Classroom presence — arrives to each adult education session having set aside external stressors, giving full attention to the learning environment and student needs during instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional cue recognition — notices when a student's body language or tone signals distress or disengagement and adjusts the immediate instructional response accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Intentional pacing — builds deliberate pauses into lessons for adult learners to process new language or content, resisting the impulse to fill silence with additional teacher talk 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. Regulated response to frustration — maintains a calm, encouraging tone when a student repeatedly struggles with the same concept, avoiding expressions of impatience or exasperation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Attentive observation practice — scans the classroom systematically during independent work time to monitor engagement, confusion, and emotional state across all learners simultaneously O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Trauma-aware present-moment response — recognizes when a student's triggered emotional state requires a pause in academic instruction and responds with grounded, non-escalating presence before resuming content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Intentional instructional decision-making — pauses before responding to unexpected classroom situations to select a deliberate, values-aligned action rather than reacting reflexively Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student mindfulness integration — incorporates brief grounding or focusing activities at the start of class to help adult learners who arrive stressed from work or family obligations transition into learning readiness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful program culture design — integrates trauma-sensitive, mindfulness-informed practices into program onboarding, classroom structures, and professional development so that intentional presence becomes a program-wide norm Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Reflective mindfulness mentorship — teaches new instructors to use mindful self-observation as a tool for recognizing implicit bias, stress-driven reactions, and attention drift during instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude10 statements
Emerging
  1. Persistence through student disengagement — continues delivering structured, encouraging instruction when individual students express frustration, apathy, or reluctance to engage Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Routine maintenance under resource constraints — prepares and delivers effective lessons even when classroom technology, printed materials, or physical space are inadequate Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Long-cycle learner commitment — sustains investment in a student's progress across an entire program year despite slow measurable gains, recognizing that adult literacy development is non-linear 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. Adversity normalization for learners — helps adult students reframe a failed GED attempt, a job loss, or a family crisis as a temporary obstacle rather than a permanent barrier to educational success 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. Program uncertainty navigation — continues effective instructional practice during periods of funding uncertainty, administrative transitions, or curriculum mandates without allowing instability to disrupt student experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Systemic barrier confrontation — persists in advocating for individual learners facing bureaucratic obstacles in benefits, immigration documentation, or employer accommodation without taking on inappropriate roles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. High-caseload resilience — maintains instructional quality and individualized attention across a high-enrollment or multi-level classroom without reducing rigor or emotional availability 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. Burnout resistance through purposeful practice — sustains professional motivation across years of working with high-needs adult populations by connecting daily instructional decisions to long-term learner transformation goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Resilience culture creation — builds program-wide practices that recognize instructor effort, celebrate learner milestones, and sustain collective morale through cycles of challenge and renewal Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Courageous advocacy under pressure — confronts program leadership or funding agency representatives with evidence-based critiques of policies that harm adult learners, accepting professional risk in service of learner welfare Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Academic Specialist · Adult Basic Education Instructor (ABE Instructor) · Adult Basic Education Teacher (ABE Teacher) · Adult Basic Studies Teacher · Adult Education Coordinator · Adult Education Instructor · Adult Education Specialist · Adult Education Teacher · Adult Educator · Adult ESL Instructor (Adult English as a Second Language Instructor) · Adult ESL Teacher (Adult English as a Second Language Teacher) · Adult Literacy Instructor
RAPIDS apprenticeships
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O*NET skills
InstructingReading ComprehensionActive ListeningSpeakingLearning StrategiesMonitoringWritingSocial PerceptivenessCritical ThinkingActive LearningService OrientationJudgment and Decision MakingTime ManagementComplex Problem SolvingCoordinationNegotiation
Knowledge domains
English LanguageEducation and TrainingCustomer and Personal ServiceAdministrative
Abilities
Oral ExpressionWritten ComprehensionWritten ExpressionOral ComprehensionSpeech ClaritySpeech RecognitionNear VisionProblem SensitivityDeductive ReasoningInductive Reasoning
Work styles
OptimismDependabilityEmpathyCooperationSocial OrientationAdaptability
Technology
Graphics or photo imaging softwareComputer based training softwareDesktop communications softwareMulti-media educational softwareWeb page creation and editing softwareProject management softwareOffice suite softwareSpreadsheet softwareElectronic mail softwarePresentation software
Tasks · seed anchors for statements
  1. Observe and evaluate students' work to determine progress and make suggestions for improvement.
  2. Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
  3. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  4. Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
  5. Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  6. Prepare materials and classrooms for class activities.
  7. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  8. Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
CIP education codes
13.020113.020213.029913.120113.140113.140213.149913.1502

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.