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Self-Enrichment Teachers

SOC 25-3021.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis framework covers self-enrichment teaching practice across community education centers, arts studios, fitness facilities, and continuing education programs where instructors design and deliver non-credit courses to diverse adult and youth learners.

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. Basic lesson objectives — communicate clearly to students at the start of each class session in a structured enrichment setting.
  2. Standard teaching methods such as lectures and demonstrations — apply under supervisor guidance when instructing small groups of adult or youth learners.
  3. Student records and enrollment data — enter and maintain accurately using administrative software under direct oversight.
  4. Individual student observations — conduct during class activities to begin identifying differences in ability and learning pace.
  5. Prepared instructional materials — distribute and follow step-by-step in a community education or enrichment program classroom.
  6. Written and oral assessments — administer using pre-designed templates provided by program coordinators in a self-enrichment course.
  7. Electronic mail software — use to communicate routine class updates and reminders to enrolled students under supervisor review.
  8. Active listening techniques — practice during student questions and discussions to gather basic feedback on comprehension.
  9. Course standards and learning objectives — reference consistently to keep individual class activities aligned with program requirements.
  10. Internet browser and document management software — use to locate and organize supplementary instructional resources for assigned lessons.
Developing
Mid-level / Established
  1. Instructional methods including discussion, demonstration, and hands-on practice — select and alternate routinely based on the observed needs of a mixed-ability enrichment class.
  2. Lesson plans and unit objectives — develop independently and communicate clearly to students across multiple sessions of a self-enrichment course.
  3. Student performance data — monitor across a course term and provide specific, constructive feedback to help learners meet stated course standards.
  4. Teaching materials and pacing — adapt with limited oversight when students demonstrate varying levels of prior knowledge or interest in an enrichment setting.
  5. Student records including attendance, grades, and progress notes — maintain accurately and completely in accordance with program administrative policies.
  6. Written, oral, and performance assessments — prepare, administer, and grade using established rubrics aligned to course objectives in a community learning environment.
  7. Encouraging language and goal-setting conversations — incorporate into regular instruction to motivate students to pursue further learning opportunities beyond the current course.
  8. Spreadsheet or database software — use to track student progress metrics and organize class rosters for a multi-section enrichment program.
  9. Social perceptiveness — apply during group interactions to detect disengagement or frustration and adjust instructional tone or approach accordingly.
  10. Computer-based training or web-based resources — integrate into lesson delivery to reinforce content and accommodate different learning preferences.
Proficient
Senior / Expert IC
  1. Full instructional scope from lesson design through assessment — manage autonomously across multiple courses and student populations in a self-enrichment or community education environment.
  2. Differentiated teaching strategies — design and implement independently to address a wide spectrum of student qualifications, limitations, and individual interests identified through systematic observation.
  3. Non-routine learner challenges such as skill gaps or motivational barriers — diagnose and resolve using targeted interventions tailored to the enrichment learning context.
  4. Comprehensive unit and project objectives — craft with clear alignment to learner outcomes and communicate effectively through multiple formats including written syllabi and verbal briefings.
  5. Student growth and course effectiveness — evaluate using quantitative records and qualitative observation data to make evidence-based improvements to curriculum and instructional methods.
  6. Oral expression and structured facilitation — employ skillfully to lead high-engagement group discussions and interactive demonstrations that deepen participant understanding.
  7. Student perseverance and independent learning habits — cultivate deliberately through coaching conversations and challenging task sequences within enrichment program sessions.
  8. Graphics, photo imaging, and web page tools — use proficiently to create polished, engaging instructional materials and course resource pages for students.
  9. Assessment instruments including written, oral, and performance formats — construct, pilot, and refine to ensure valid measurement of course standards across diverse learner groups.
  10. Coordination with program administrators and co-instructors — execute effectively to ensure scheduling, resource allocation, and student support services align with course delivery needs.
Advanced
Lead / Principal / Executive
  1. Program-wide curriculum frameworks and learning outcome standards — design and implement across an enrichment or continuing education department to ensure coherent, high-quality student experiences.
  2. Instructional best practices and pedagogical innovation — champion and model organization-wide, guiding less experienced instructors in adopting evidence-based teaching methods.
  3. Strategic vision for student development pathways — establish and communicate to stakeholders, encouraging learners to pursue sequential enrichment opportunities that build long-term skills.
  4. Instructor performance and professional growth — mentor and evaluate across a team of self-enrichment teachers, providing structured feedback and developmental coaching.
  5. Organizational policies for student records, assessment standards, and course quality — author and oversee, ensuring institutional compliance and continuous improvement across all program offerings.
  6. Community partnerships and stakeholder relationships — cultivate at an organizational level to expand program reach, secure resources, and align enrichment offerings with community learning needs.
  7. Advanced technology platforms including project management, web development, and database tools — lead the adoption and integration of across a department to improve instructional efficiency and learner engagement.
  8. Enrollment trends, learner outcome data, and course performance metrics — analyze at a portfolio level to drive data-informed decisions about program expansion, revision, or discontinuation.
  9. Organizational culture of adaptability and learner-centered instruction — model and foster by setting expectations, recognizing innovative practice, and resolving systemic barriers to effective teaching.
  10. Cross-functional coordination between instruction, administration, and marketing — lead to align program messaging, scheduling, and resource deployment with the strategic goals of the enrichment organization.

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 outlines — accepts AI-drafted topic overviews and activity suggestions as starting points, then reviews each element against the specific needs of enrolled students before use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Adaptive material preparation — directs an AI tool to reformulate explanations, reading levels, or exercise sets for students with different abilities, then field-tests the output in class before committing to it 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 record drafting — delegates routine record-keeping summaries and progress note templates to an AI assistant, then verifies accuracy against direct observation before filing Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Instructional differentiation workflow — orchestrates an AI tool through iterative cycles of content generation, gap-spotting, and revision to produce tailored instructional materials for varied learner profiles, retaining final editorial judgment on pedagogical appropriateness 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. Demonstration script development — commissions an AI assistant to draft step-by-step demonstration scripts and discussion prompts, then stress-tests each step against practical constraints of the teaching environment before delivery Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Learning-strategy coaching support — uses AI-synthesized research summaries on memory, motivation, and skill acquisition to inform the perseverance-building language used when guiding students through challenging tasks WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Advanced
  1. Human-centered teaching evaluation — benchmarks AI-generated instructional recommendations against direct student observation data, identifying where the automation feasibility ceiling of speaking-based instruction limits AI reliability and preserving those elements as exclusively instructor-led 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. Curriculum-scale AI orchestration — designs multi-session curricula by assigning AI tools discrete subtasks (content research, quiz generation, progress tracking templates) while architecting the overall pedagogical arc and interpersonal engagement strategy without AI substitution 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..
  3. AI output quality governance — establishes personal review criteria for evaluating AI-produced instructional content, flagging outputs that misrepresent subject matter or conflict with individual student records, and trains less-experienced colleagues to apply the same standards WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 195
Augment share: 19.5%
Time saved: 90%
AI autonomy: 2.86
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.

1Communication10 statements
Emerging
  1. Course objective delivery — states lesson goals using straightforward language at the start of each class session 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 instruction — introduces new concepts through basic demonstrations and verbal explanation to small groups O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Multi-modal instruction — delivers content through a combination of lecture, discussion, and hands-on demonstration to accommodate varied learning preferences 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. Feedback communication — provides specific verbal feedback to individual students on performance relative to stated course standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Written communication — composes clear session summaries and student progress notes in compliance with administrative recordkeeping requirements O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Audience-adaptive instruction — adjusts vocabulary, pacing, and instructional examples in real time to match observed student comprehension and background knowledge 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 communication — explains written, oral, and performance test expectations with precision so students understand grading criteria before evaluation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Parent and stakeholder updates — conveys student progress and course objectives clearly to external parties such as parents or program coordinators in both written and verbal formats Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Cross-audience instructional communication — crafts and delivers layered explanations that simultaneously address novice and advanced learners within the same classroom environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Program narrative development — authors course descriptions, promotional materials, and curriculum guides that accurately represent enrichment offerings to prospective students and administrators Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership9 statements
Emerging
  1. Classroom presence — establishes a welcoming learning environment by setting basic behavioral and participation expectations at program start Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student encouragement — prompts individual students to attempt challenging tasks and to seek out additional learning opportunities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Objective setting — defines clear, measurable learning objectives for each lesson, unit, and project and communicates those objectives directly to 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. Student motivation — applies targeted encouragement strategies to sustain student engagement during difficult or frustrating skill-building activities 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. Classroom culture leadership — models the behaviors, values, and effort levels expected of students while managing group dynamics across diverse skill levels Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Performance monitoring leadership — tracks individual and group progress systematically and redirects instruction or student effort when course standards are not being met O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Initiative in curriculum design — proactively develops new instructional materials and lesson sequences to address identified gaps in student readiness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program leadership — takes ownership of the full enrichment program arc from intake through outcome evaluation, aligning all instructional decisions with overarching student development goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Peer instructor mentorship — guides less experienced enrichment instructors in classroom management, lesson design, and student assessment practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Self-observation — notices when a chosen teaching method is not producing intended student responses and flags the mismatch for later reflection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Lesson self-review — reviews session notes after class to identify moments where instructional clarity could be improved Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional strategy awareness — articulates the reasoning behind selecting specific teaching methods for particular student populations or learning objectives 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 observation reflection — uses structured observation of student behavior and performance to inform adjustments to one's own instructional 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. Adaptive planning — evaluates the effectiveness of recent lesson plans against student outcome data and revises upcoming sessions based on that analysis 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. Learning strategy self-monitoring — consciously tracks which instructional techniques produce consistent skill gains and which require modification across different student cohorts 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. Metacognitive modeling — explicitly demonstrates self-reflective thinking processes to students, teaching them to monitor their own learning progress during enrichment activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systematic instructional self-evaluation — conducts periodic structured reviews of one's entire curriculum using student performance trends, peer input, and personal reflection to drive continuous pedagogical growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking9 statements
Emerging
  1. Student needs identification — observes student responses during class to form initial impressions of individual abilities, interests, and limitations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Assessment interpretation — reads basic student test and performance results to determine whether minimum course standards have been met O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Diagnostic observation — analyzes patterns in student errors and participation to distinguish between motivational gaps and skill deficits before adjusting 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. Instructional material evaluation — examines existing teaching materials for alignment with stated learning objectives and student population 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.
Applying
  1. Evidence-based adaptation — uses collected student performance data, observation records, and assessment results as evidence to make reasoned adjustments to teaching methods and materials 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. Assumption examination — identifies and challenges assumptions embedded in enrichment curricula about student prior knowledge, motivation, or access to practice opportunities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Course standard validation — evaluates whether established course standards and grading criteria accurately measure the intended learning outcomes for the enrichment subject area O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Curriculum critical analysis — applies systematic analytical frameworks to assess the entire enrichment course structure, identifying logical gaps, redundancies, and misalignments with student development goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Instructional problem-solving — generates and evaluates multiple hypotheses about the root causes of persistent student learning challenges before selecting and testing an intervention Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration9 statements
Emerging
  1. Administrative cooperation — shares required student records and attendance information with program coordinators in a timely and accurate manner O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Peer resource sharing — exchanges lesson materials or activity ideas with fellow enrichment instructors when working within a shared program Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student co-learning facilitation — structures group activities so students collaborate with peers of varying skill levels toward shared learning objectives 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 coordination — works with program administrators and support staff to align scheduling, materials, and student placement decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Collaborative curriculum development — partners with other subject-matter instructors or community members to design enrichment experiences that bridge multiple disciplines or interests Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Family partnership — collaborates with parents or guardians to reinforce enrichment learning goals outside the classroom and address individual student 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.
  3. Group dynamics navigation — manages diverse student personalities, skill levels, and motivations within group instruction settings to maintain productive collaborative learning 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. Community collaboration leadership — builds and sustains partnerships with external organizations, venues, or experts to enhance the depth and relevance of enrichment programming Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-functional team leadership — coordinates instructional, administrative, and volunteer contributors toward a cohesive enrichment program experience for all students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character9 statements
Emerging
  1. Consistent attendance and punctuality — arrives prepared for every scheduled session, modeling the professional commitment expected of students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Honest assessment — records and reports student performance results accurately without inflating grades or omitting relevant observations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Confidentiality adherence — maintains the privacy of student records and individual learning challenges in accordance with administrative and ethical 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.
  2. Equitable treatment — applies course standards and grading criteria consistently across all students regardless of personal rapport or background Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Ethical responsiveness — addresses student welfare concerns, including signs of frustration, discouragement, or unsafe behavior, with appropriate professional action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Accountability in outcomes — takes responsibility for student underperformance by examining one's own instructional choices before attributing results solely to student effort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional boundaries — maintains appropriate instructor-student relationships that prioritize student development and organizational trust Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Integrity under pressure — upholds honest assessment and fair standards even when facing pressure from students, parents, or administrators for preferential treatment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Ethical program advocacy — speaks up to administrators or program leaders when enrichment practices, policies, or materials conflict with student well-being or professional standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity9 statements
Emerging
  1. Activity variation — incorporates at least two distinct activity formats within a single lesson to increase student engagement beyond standard lecture delivery 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. Material customization — modifies existing instructional resources with original examples drawn from students' stated interests O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Novel demonstration design — creates original demonstrations or performance examples that make abstract enrichment concepts concrete and memorable for learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Adaptive improvisation — invents in-the-moment instructional alternatives when planned activities prove ineffective or materials are unavailable Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Creative curriculum construction — designs enrichment units that sequence experiences in imaginative ways, building student curiosity and intrinsic motivation throughout the course arc Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-medium instruction — integrates visual, auditory, kinesthetic, and narrative elements into lessons to create multisensory enrichment 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. Student creativity facilitation — designs open-ended projects and challenges that require students to generate original work rather than replicate demonstrated techniques Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program innovation — develops entirely new enrichment course concepts or formats that address unmet community learning interests and expand the organization's programming offerings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Creative problem-solving modeling — demonstrates divergent thinking processes openly during instruction, teaching students to approach challenges with experimental curiosity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Challenge normalization — verbally acknowledges student difficulty as a normal part of the learning process rather than a sign of inability 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. Feedback receptivity — listens to student and administrator feedback about sessions without defensiveness and considers changes to practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Perseverance coaching — applies specific strategies to help students push through frustration on difficult enrichment tasks before offering direct assistance 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. Continuous learning pursuit — seeks out new subject-matter knowledge and instructional techniques to expand personal teaching repertoire 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. Effort-to-mastery framing — consistently connects student progress to the quality and strategy of their practice rather than fixed talent, in all performance feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Setback recovery instruction — helps students analyze their errors and design revised practice strategies rather than repeating unsuccessful attempts unchanged Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Self-challenge orientation — voluntarily takes on new or unfamiliar enrichment subjects or student populations to accelerate personal instructional growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth culture cultivation — builds a classroom environment in which risk-taking, iteration, and learning from failure are celebrated norms across the entire student cohort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Growth mindset mentorship — coaches fellow instructors in reframing student underperformance as instructional design opportunities rather than fixed student deficits Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Classroom presence — gives full attentional focus to student interactions during sessions rather than dividing attention across administrative tasks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional check-in — notices one's own stress or frustration responses during challenging class moments before allowing them to affect instructional tone Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student affect monitoring — maintains ongoing awareness of student emotional states, such as boredom, anxiety, or excitement, and adjusts instructional pacing accordingly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Intentional pacing — structures lesson transitions and activity timing deliberately, allowing students adequate processing time between new concepts 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. Regulated response under disruption — responds to student behavioral disruptions or unexpected class events with composed, deliberate action rather than reactive redirection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attentive observation practice — uses sustained, focused observation of individual students during activities to gather accurate data on skill development and engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Mindful feedback delivery — pauses to consider the emotional impact and developmental appropriateness of corrective feedback before delivering it to individual students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness integration in instruction — weaves attention-regulation and present-moment awareness practices into enrichment activities where subject matter permits, modeling these skills for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic environmental awareness — maintains broad situational awareness of the entire classroom simultaneously, detecting early signs of disengagement or interpersonal tension across the whole student group 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.
10Fortitude9 statements
Emerging
  1. Persistence through low enrollment — continues to deliver quality instruction with full effort even when class sizes are small or student enthusiasm is initially low Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Routine challenge acceptance — attempts unfamiliar instructional approaches when standard methods are not working, despite discomfort with the uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student resistance management — sustains instructional effort and positive expectations when individual students are disengaged, disruptive, or progressing slowly 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 revision endurance — reworks lesson plans and materials repeatedly until they produce consistent student learning outcomes without abandoning the improvement process prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Long-term student development commitment — maintains consistent instructional investment in students whose progress is slow or nonlinear across an extended course or program 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. Adverse condition delivery — delivers effective instruction under difficult physical, logistical, or interpersonal conditions such as inadequate facilities, resource shortages, or student conflict Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Sustained course standard enforcement — upholds grading standards and performance expectations consistently across the full course duration, even under social pressure to lower 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.
Exceeding
  1. Resilient program rebuilding — reconstructs an underperforming enrichment program from foundational elements after significant enrollment loss, stakeholder criticism, or curriculum failure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Fortitude modeling — shares personal accounts of professional challenge and recovery with students to illustrate that sustained effort through difficulty produces meaningful growth 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 anchors50 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Acting Teacher · Adventure Education Teacher · Americanization Teacher · Art Educator · Art Instructor · Art Teacher · Arts and Crafts Teacher · Athletic Instructor · Athletics Teacher · Ballet Teacher · Baton Teacher · Bridge Instructor
RAPIDS apprenticeships
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O*NET skills
SpeakingLearning StrategiesInstructingActive ListeningReading ComprehensionCritical ThinkingActive LearningMonitoringSocial PerceptivenessWritingCoordinationService OrientationJudgment and Decision Making
Knowledge domains
Education and TrainingCustomer and Personal ServiceEnglish Language
Abilities
Oral ExpressionOral ComprehensionSpeech ClaritySpeech RecognitionWritten ComprehensionWritten ExpressionNear VisionDeductive ReasoningInformation OrderingFluency of Ideas
Work styles
Social OrientationOptimismCooperationEmpathyDependabilityAdaptability
Technology
Document management softwareWeb page creation and editing softwareGraphics or photo imaging softwareData base user interface and query softwareComputer based training softwareElectronic mail softwareProject management softwareWeb platform development softwareSpreadsheet softwareInternet browser software
Tasks · seed anchors for statements
  1. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  2. Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  3. Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  4. Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
  5. Maintain accurate and complete student records as required by administrative policy.
  6. Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives.
  7. Prepare and administer written, oral, and performance tests, and issue grades in accordance with performance.
  8. Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
CIP education codes
13.120113.121130.2502

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.