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Tutors

SOC 25-3041.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis framework covers academic tutoring practice in schools, tutoring centers, and virtual environments, spanning one-on-one and small-group instruction across core K–12 and post-secondary subject areas.

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. Positive reinforcement techniques — apply under supervisor guidance to encourage student effort during one-on-one tutoring sessions.
  2. Assigned class material — review with individual students by discussing text passages or working through sample problems in a tutoring center setting.
  3. Student progress indicators — recognize and document basic signs of understanding or confusion during supervised tutoring sessions.
  4. Study skills resources — introduce note-taking templates and basic organizational strategies to students following a prepared lesson plan.
  5. Private tutoring sessions — deliver structured academic support to individual students in core subject areas under the direction of a lead tutor.
  6. Tutoring professional development materials — participate in assigned training sessions to learn foundational techniques and center policies.
  7. Student needs information — gather from intake forms and brief conversations with students to support session preparation.
  8. Computer-based training software — operate under guidance to access and present supplementary academic content during tutoring sessions.
  9. Worksheets and practice assignments — review alongside students to identify errors and reinforce correct methods in familiar subject areas.
  10. Scheduling and calendar software — use with guidance to track tutoring appointments and manage basic session logistics.
Developing
Mid-level / Established
  1. Constructive feedback — deliver consistently using positive reinforcement strategies to build student confidence across recurring tutoring sessions.
  2. Session-based progress assessments — conduct routinely to monitor student academic growth and adjust instructional focus without supervisor direction.
  3. Test-taking and exam preparation strategies — teach to individual students or small groups tailored to upcoming academic assessments.
  4. Class material and problem sets — review independently with students by guiding discussion, checking solutions, and clarifying misconceptions.
  5. Small-group tutoring sessions — facilitate across multiple subject areas, adapting pacing and methods to meet varied student learning needs.
  6. Multimedia educational software and online resources — select and integrate into sessions to reinforce concepts for diverse learners.
  7. Tutoring plans — develop collaboratively with students and parents by synthesizing intake information and prior session observations.
  8. Student performance data — monitor across multiple sessions to identify learning trends and recommend targeted academic interventions.
  9. Active listening and social perceptiveness — apply during sessions to detect student frustration or disengagement and respond with adjusted instructional approaches.
  10. Time management practices — model and teach to students as part of holistic academic support in school or tutoring center environments.
Proficient
Senior / Expert IC
  1. Individualized tutoring plans — design and implement autonomously for students with complex academic needs, spanning assessment through goal attainment.
  2. Non-routine student learning challenges — analyze using critical thinking and problem-sensitivity to develop customized instructional strategies across subject areas.
  3. Student, parent, teacher, and counselor stakeholders — coordinate with independently to align tutoring goals with broader academic plans and school requirements.
  4. Advanced learning strategies — select and teach to students preparing for high-stakes academic or occupational certification exams.
  5. Student progress across a full tutoring engagement — assess using qualitative observations and data tools, producing comprehensive performance reports.
  6. Analytical and scientific software — use proficiently to track student outcomes, identify skill gaps, and inform evidence-based instructional adjustments.
  7. Oral and written communication — deploy with precision and clarity when explaining complex concepts, responding to student questions, or reporting to school administrators.
  8. Diverse instructional modalities — adapt fluidly across in-person, virtual, and hybrid tutoring environments to maintain student engagement and learning continuity.
  9. Emerging tutoring methodologies — evaluate and incorporate from professional development into existing practice to continuously improve session effectiveness.
  10. Video creation and web-based content tools — use to develop supplementary learning materials that extend student support beyond scheduled tutoring sessions.
Advanced
Lead / Principal / Executive
  1. Organizational tutoring curriculum and standards — design and implement at program scale to ensure consistent, high-quality academic support across all tutors and subject areas.
  2. Tutor recruitment, onboarding, and professional development — lead to build a skilled tutoring team aligned with best practices in instructional methodology.
  3. Cross-functional partnerships with school administrators, counselors, and community organizations — establish to expand program reach and align tutoring services with institutional academic goals.
  4. Quality assurance frameworks — develop and oversee to evaluate tutor performance, student outcomes, and program effectiveness across the organization.
  5. Strategic tutoring plans for at-risk or high-need student populations — champion at the program level, directing resources and interventions to close achievement gaps.
  6. Institutional policies on student assessment, data privacy, and service delivery — author and enforce to ensure ethical and compliant tutoring operations.
  7. Data-driven program evaluation — lead using database and analytical tools to synthesize outcome metrics and present actionable recommendations to leadership.
  8. Mentorship and coaching — provide to developing and proficient tutors through structured observation, feedback cycles, and peer learning communities.
  9. Innovative instructional technology platforms — evaluate, procure, and integrate at the organizational level to modernize tutoring delivery and learner engagement.
  10. Stakeholder communication and advocacy — represent the tutoring program to governing bodies, funding sources, and the broader educational community to secure resources and institutional support.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted content review — uses an LLM to generate practice problems or summarize text passages before tutoring sessions, cross-checking output for accuracy before sharing with students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic prompt construction — types student questions or worksheet problems into an AI tool to retrieve worked examples, then reviews the solutions manually before presenting them Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Session-prep delegation — hands off a learning objective and student level to an AI tool to draft a structured review outline, then adapts the outline to the individual student's pace and comprehension gaps 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. Feedback language scaffolding — uses an AI assistant to draft written feedback comments on student work, editing the output to preserve accurate positive reinforcement and personal encouragement Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Study-skills resource generation — directs an AI tool to produce note-taking templates or test-taking strategy guides, then selects and customizes materials to match each student's academic context WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Proficient
  1. Diagnostic gap analysis — runs a student's recent quiz or assignment text through an AI tool to identify recurring error patterns, then designs targeted review activities based on the output 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. Differentiated explanation generation — instructs an AI to produce multiple explanations of the same concept at varying reading levels, selecting the version best matched to the student's comprehension and deploying it in session 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. Progress-tracking synthesis — aggregates session notes into an AI tool to generate a structured progress summary, verifying the narrative against direct observation before sharing with students or parents Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Time-saving workflow integration — embeds AI tools across preparation, in-session problem-solving, and post-session documentation, capturing the substantial efficiency gains while retaining personal accountability for student outcomes Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Adaptive curriculum orchestration — directs an AI agent through multi-session learning sequences, specifying mastery criteria and checkpoints, then evaluates AI-generated adjustments against real-time student performance data before implementation Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Human-AI boundary stewardship — distinguishes tasks where AI output reliably augments instructional quality — such as content generation and pattern detection — from tasks requiring irreducible human judgment, such as motivational support and social-emotional reading, and structures workflows accordingly 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. AI-tool evaluation and selection — benchmarks competing LLM tools against tutoring-specific criteria including explanation accuracy, grade-level calibration, and bias risk, then advises institutional or organizational stakeholders on adoption decisions WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  4. Mentor-level AI coaching — models disciplined AI-assisted study habits for students, teaching them to prompt, critically evaluate, and responsibly cite AI-generated explanations as a transferable academic skill WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Evidence pack
AEI usage
Task observations: 23986
Augment share: 95%
Time saved: 79%
AI autonomy: 3.07
SAFI positioning
Top skill: Reading Comprehension
Score: 45.5 / 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.

1Communication15 statements
Emerging
  1. Student explanation — rephrases textbook concepts in plain language during one-on-one tutoring sessions to check initial understanding 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. Instruction delivery — uses basic verbal examples to introduce subject matter to students unfamiliar with core content O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Question response — answers student questions about assignments by referencing session materials and worksheets O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Session recap — summarizes key concepts discussed during tutoring to reinforce retention before session close 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 student performance updates to parents or teachers using clear, non-technical language O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Confusion identification — adjusts verbal explanations mid-session when student body language or responses signal misunderstanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Written feedback — provides written comments on student work that highlight specific errors and suggest targeted revision strategies O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Differentiated explanation — tailors communication style and vocabulary to match individual student age, language background, and learning level across multiple subjects 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 briefing — delivers structured progress reports to teachers, parents, and school counselors that connect assessment data to tutoring plan adjustments O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening practice — reflects student-stated concerns back accurately before reframing academic challenges as solvable problems Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Instructional questioning — sequences Socratic questions to guide students toward independent problem resolution rather than direct answer delivery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-stakeholder communication — facilitates collaborative conferences among students, parents, classroom teachers, and administrators to align tutoring goals with broader academic 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. Communication coaching — models and explicitly teaches academic communication skills such as paraphrasing, summarizing, and articulating reasoning 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.
  3. Tutor training facilitation — presents effective explanation and feedback techniques to new tutors during professional development sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Multimodal instruction — designs verbal, visual, and written communication approaches that address diverse learning needs within small group tutoring contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
2Leadership11 statements
Emerging
  1. Session ownership — takes responsibility for preparing materials and setting a learning agenda before each tutoring appointment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student encouragement — uses positive reinforcement statements to initiate a supportive learning environment at the start of sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Goal setting — collaborates with students to establish short-term academic targets that provide direction for upcoming tutoring sessions 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. Confidence building — applies structured praise and incremental challenge to develop student self-direction during problem-solving activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Initiative in planning — proactively identifies gaps in student understanding and revises tutoring plans without waiting for external direction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Tutoring plan leadership — independently develops, implements, and adjusts comprehensive tutoring plans aligned to student academic goals and classroom curriculum 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 accountability — establishes consistent expectations for session preparation and homework completion, reinforcing student ownership of learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer tutor mentorship — guides less experienced tutors by modeling effective instructional strategies during shared sessions or debrief meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program leadership — takes initiative in improving tutoring center practices by identifying systemic gaps and proposing evidence-based procedural changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Tutor development — leads formal training sessions that build new tutors' instructional and interpersonal skills across subject areas O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Stakeholder influence — advocates effectively with school administrators for student resources, schedule accommodations, or curriculum support based on documented tutoring outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
3Metacognition11 statements
Emerging
  1. Session reflection — reviews what instructional strategies were used after each tutoring session to identify what worked for the student Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning awareness — recognizes when a personal knowledge gap in a subject area requires additional preparation before tutoring that content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Strategy monitoring — evaluates mid-session whether the chosen instructional approach is producing student comprehension and pivots when evidence suggests otherwise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Self-assessment habit — maintains informal logs of tutoring technique effectiveness across different students and subjects to guide future session planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Skill gap identification — pinpoints specific tutoring competencies to develop through training programs and deliberately practices them in subsequent sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Instructional self-evaluation — systematically compares intended lesson outcomes with actual student performance data to refine personal teaching approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Metacognitive modeling — explicitly demonstrates to students how to plan, monitor, and evaluate their own understanding while working through academic problems 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 learning integration — applies insights from tutoring development sessions to adjust specific behaviors in subsequent student interactions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Reflective practice leadership — designs self-evaluation protocols for tutoring teams that connect session observations to measurable improvements in student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student metacognition development — teaches students explicit frameworks for monitoring their own comprehension and adjusting study strategies across academic subjects 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. Continuous improvement modeling — demonstrates transparent self-correction of tutoring approaches in front of students and peers to normalize reflective learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Error analysis — identifies the specific step where a student's problem-solving process breaks down by examining written work or verbal explanations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Material review — evaluates which sections of class notes or worksheets are most relevant to address during a tutoring session O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Diagnostic assessment — analyzes patterns in student errors across multiple sessions to distinguish conceptual misunderstanding from procedural mistakes 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 — questions the reasoning behind a student's answer rather than simply marking it incorrect, prompting evidence-based revision 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. Strategy selection — evaluates multiple instructional methods for a given concept and selects the approach best suited to the individual student's demonstrated needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Evidence-based tutoring — uses systematic observation, assessment data, and student feedback to construct and test hypotheses about the root causes of academic struggle 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. Problem decomposition — breaks complex academic problems into logical components and teaches students to apply the same analytical process independently 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. Curriculum analysis — critically reviews assigned classroom texts, problem sets, and assessments to identify the cognitive demands students must meet and plans instruction accordingly O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Tutoring model evaluation — applies critical analysis to compare competing instructional frameworks and synthesizes a differentiated approach grounded in evidence from student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Critical reasoning instruction — designs tutoring sequences that explicitly build students' ability to evaluate sources, construct arguments, and identify faulty reasoning in academic content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Systemic gap analysis — examines tutoring center data across students to identify recurring academic skill deficits and recommends targeted programmatic interventions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration11 statements
Emerging
  1. Teacher coordination — communicates with a student's classroom teacher to obtain assignment details or clarify curriculum expectations before tutoring sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Session co-construction — invites student input on which topics to prioritize, creating shared ownership of the tutoring agenda Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Multi-stakeholder engagement — participates in collaborative planning meetings with parents, teachers, and counselors to align tutoring goals with the student's broader academic environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Small group facilitation — manages group dynamics during small-group tutoring sessions to ensure all students contribute and benefit equitably 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. Peer resource coordination — connects students with additional academic support resources, coordinating with school staff to ensure seamless service delivery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Collaborative plan development — co-creates individualized tutoring plans with students, parents, and teachers that integrate classroom curriculum with targeted remediation strategies 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. Constructive group navigation — mediates differing learning paces and knowledge levels within small groups by designing tiered tasks that allow collaboration without halting progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Feedback loop participation — shares tutoring session observations with teachers and counselors in a structured format that informs classroom instruction and student support decisions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-functional partnership — leads collaborative networks among tutors, teachers, and school counselors to implement coordinated academic intervention plans for high-need 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. Community of practice building — establishes peer learning structures among tutors that promote shared reflection, resource exchange, and collective improvement of instructional practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Family engagement strategy — designs and facilitates structured family involvement processes that extend tutoring goals into the home learning environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character11 statements
Emerging
  1. Confidentiality respect — maintains appropriate boundaries around student academic and personal information shared during tutoring sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Session reliability — arrives prepared and on time to tutoring appointments, demonstrating accountability to students and families Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Honest feedback delivery — provides students with accurate assessments of their progress, including identification of persistent weaknesses, without compromising encouragement 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. Bias awareness — recognizes personal assumptions about student ability and actively adjusts instructional expectations to reflect each student's demonstrated potential Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Professional boundary maintenance — upholds appropriate tutor-student relationships and escalates concerns to supervisors or counselors when student wellbeing issues arise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Ethical encouragement — applies positive reinforcement techniques authentically and specifically, avoiding empty praise that misrepresents student performance 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. Consistent professionalism — demonstrates reliable, respectful conduct across diverse student populations including those with varying academic histories, backgrounds, and learning needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Accountability modeling — acknowledges instructional missteps openly and adjusts approach in front of students to model intellectual honesty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Integrity leadership — advocates for equitable and ethical tutoring practices within the tutoring center and challenges approaches that compromise student dignity or honest feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Role model conduct — consistently demonstrates integrity, patience, and professionalism in ways that students observe and internalize as part of their own academic identity development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Ethical framework contribution — contributes to the development of tutoring center codes of conduct or ethical guidelines based on accumulated professional experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity10 statements
Emerging
  1. Explanation variation — tries alternative analogies or examples when an initial explanation does not produce student understanding 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 adaptation — modifies existing worksheets or problem sets to better match a student's current skill level and learning context O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional improvisation — devises on-the-spot activities, visual aids, or real-world examples during sessions to make abstract academic content concrete and accessible 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. Motivational strategy invention — creates novel incentive structures or session formats to re-engage students who have become resistant or disinterested in academic content 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. Custom resource design — develops original instructional materials, practice problems, and study guides tailored to the specific learning gaps and interests of individual students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-subject connection — links concepts across subject areas creatively to help students build integrated understanding and recognize the relevance of academic content Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Session format innovation — experiments with varied tutoring structures including gamification, role-play, or project-based review to sustain student engagement across extended tutoring relationships Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum co-design — collaborates with teachers to creatively develop supplemental instructional pathways that extend classroom learning in ways standard curriculum does not address 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. Tutoring model innovation — pioneers new tutoring approaches or session formats within the tutoring center based on creative synthesis of educational research and observed student needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student creativity activation — designs tutoring experiences that challenge students to approach academic problems through creative problem-solving rather than rote procedure application Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset11 statements
Emerging
  1. Challenge normalization — responds to student frustration by framing academic difficulty as a normal and expected part of the learning 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.
  2. Training participation — engages actively in tutoring development sessions to expand personal instructional repertoire O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Effort attribution — consistently links student progress to specific study behaviors and effort rather than innate ability during feedback conversations 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 reframing — helps students interpret failed tests or poor assignment scores as diagnostic information rather than evidence of fixed limitation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Personal skill development — applies feedback from supervisors and peers to deliberately improve specific tutoring weaknesses between sessions 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. Persistence scaffolding — designs session sequences that incrementally raise challenge level so students build tolerance for sustained academic effort 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. Growth mindset instruction — explicitly teaches students the neurological and behavioral basis of skill development to reshape counterproductive beliefs about academic ability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Adaptive resilience — maintains instructional effectiveness when students disengage, regress, or resist, persistently testing new approaches without abandoning the student Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindset culture building — establishes tutoring session norms and language that systematically reinforce growth-oriented beliefs across all students in a caseload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Peer development advocacy — champions ongoing professional learning within tutoring teams and creates structured opportunities for colleagues to develop new instructional 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.
  3. Long-arc persistence — maintains motivational consistency and instructional creativity with students who require sustained multi-semester intervention to achieve academic targets 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.
9Mindfulness11 statements
Emerging
  1. Session presence — enters tutoring sessions with focused attention on the student rather than external distractions or unrelated concerns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional recognition — notices when a student's affect suggests anxiety, frustration, or disengagement and pauses to acknowledge the emotional state before continuing instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Intentional pacing — monitors the cognitive load of each session and deliberately slows instruction when student signals indicate overwhelm 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 attention management — designs brief re-engagement strategies for moments when student focus drifts during extended sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Self-regulation during difficulty — maintains calm and patient demeanor when students make repeated errors or resist instructional redirection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Attentive responsiveness — reads real-time verbal and nonverbal cues throughout sessions to make continuous micro-adjustments to pacing, tone, and task complexity 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. Emotional environment management — creates a consistently safe and low-anxiety tutoring space through intentional language, tone, and session structure choices 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. Stress awareness — identifies signs of test anxiety or academic pressure in students and applies targeted de-escalation strategies before resuming content instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness instruction — explicitly teaches students attention regulation, breathing, or stress management techniques as components of test preparation and study skills curricula 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. Tutor wellbeing modeling — demonstrates sustainable self-care and attentional practices that prevent burnout and maintain high-quality instruction across a full student caseload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Intentional session design — engineers the arc of each tutoring session with deliberate transitions, pacing, and cognitive rest points that honor student attention capacity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude11 statements
Emerging
  1. Persistence with struggling students — continues offering alternative explanations when students do not grasp content after initial attempts rather than abandoning the approach prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Uncertainty tolerance — proceeds with tutoring sessions in subject areas where personal expertise is developing, preparing thoroughly and acknowledging limits honestly Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Resistant student engagement — maintains consistent effort with students who are disengaged, unmotivated, or resistant to academic support across multiple sessions 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. Discouragement recovery — rebounds quickly when tutoring strategies fail, treating the setback as informative rather than defeating and adjusting the approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Difficult feedback acceptance — receives critical feedback from supervisors or students about tutoring effectiveness and uses it constructively without defensive withdrawal Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. High-stakes pressure management — sustains instructional quality and student-centered focus during intensive test preparation periods when student stress and time pressure are elevated 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. Long-term student commitment — maintains consistent investment in students who show slow or nonlinear progress, sustaining confidence in the tutoring process through extended plateaus Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Courageous honesty — delivers difficult but necessary feedback about student performance deficits even when the conversation risks student or parent dissatisfaction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Systemic perseverance — advocates persistently for students who face institutional barriers to academic support, following through on referrals and coordination until resources are secured 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. Crisis steadiness — maintains composure and continues providing effective academic support when students present with significant personal adversity affecting their learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Resilience mentorship — coaches students and junior tutors on specific strategies for persisting through academic setbacks, drawing on documented examples from tutoring practice 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 anchors57 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Academic Coach · Academic Guidance Specialist · Academic Mentor · Academic Teacher · Academic Tutor · Accounting Tutor · ACT Instructor (American College Testing Instructor) · ACT Tutor (American College Test Tutor) · After School Tutor · Algebra Tutor · Biology Tutor · Calculus Tutor
RAPIDS apprenticeships
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O*NET skills
Reading ComprehensionInstructingActive ListeningSpeakingLearning StrategiesSocial PerceptivenessCritical ThinkingActive LearningComplex Problem SolvingWritingMonitoringService OrientationJudgment and Decision MakingTime ManagementCoordinationPersuasionNegotiation
Knowledge domains
Customer and Personal ServiceEnglish LanguageEducation and TrainingMathematicsComputers and ElectronicsPsychology
Abilities
Oral ComprehensionSpeech ClarityWritten ExpressionOral ExpressionWritten ComprehensionSpeech RecognitionFluency of IdeasNear VisionProblem SensitivityDeductive Reasoning
Work styles
DependabilityCooperationOptimismEmpathySocial OrientationIntegrity
Technology
Computer based training softwareCalendar and scheduling softwareData base user interface and query softwareAnalytical or scientific softwareMulti-media educational softwareElectronic mail softwareWeb page creation and editing softwareVideo creation and editing softwareProject management softwareCloud-based data access and sharing software
Tasks · seed anchors for statements
  1. Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.
  2. Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.
  3. Assess students' progress throughout tutoring sessions.
  4. Teach students study skills, note-taking skills, and test-taking strategies.
  5. Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.
  6. Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.
  7. Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.
  8. Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.
CIP education codes
13.130313.131030.160130.280130.710451.0702

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.