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Teachers and Instructors, All Other

SOC 25-3099.00Job Zone —v.26.05

Context coveredThis framework covers instructional practice in vocational, community college, and post-secondary settings where educators prepare and deliver subject-matter instruction, facilitate discussion, design course materials, and assess student learning across diverse academic and applied disciplines.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and handout templates — draft under supervisor guidance for a single instructional unit in a vocational or community classroom.
  2. Lecture notes and basic presentation materials — prepare using word processing software following established course outlines provided by lead instructors.
  3. Assigned readings and instructional texts — review and summarize key concepts to support lesson delivery in an introductory subject area.
  4. Student homework assignments — distribute, collect, and log using office suite software under direct oversight in a structured classroom setting.
  5. Classroom discussions — participate in facilitation by posing prepared questions to students under the direction of an experienced instructor.
  6. Email communication software — use to respond to routine student inquiries about assignments and deadlines in a supervised instructional environment.
  7. Basic grading rubrics — apply to evaluate short written assignments following criteria established by the course instructor.
  8. Oral instructions and explanations — deliver clearly to small student groups using prepared scripts or notes in a low-stakes classroom setting.
  9. Student attendance and participation records — maintain accurately using spreadsheet software in a community or vocational school environment.
  10. Learning objectives provided by curriculum coordinators — align daily lesson activities to these objectives in a Job Zone 3 instructional setting.
Developing
Mid-level / Established
  1. Course syllabi and weekly homework assignments — develop independently for a recurring course section, referencing institutional templates and subject-area standards.
  2. Lectures on assigned topics such as financial accounting or introductory mathematics — prepare and deliver with limited oversight to undergraduate or vocational students.
  3. Classroom discussions — facilitate and moderate routinely, redirecting student input to maintain focus on learning objectives in a community college setting.
  4. Student class work, assignments, and papers — evaluate and grade consistently using established rubrics, providing written feedback that guides improvement.
  5. Analytical or scientific software tools — introduce to students during hands-on lab or applied sessions in a technology-supported classroom.
  6. Learning strategies appropriate to diverse student backgrounds — select and apply to adapt instructional pacing in familiar subject contexts.
  7. Reading comprehension skills — model and reinforce through structured text analysis activities during lecture-based courses.
  8. Instructional handouts and supplementary materials — design and revise between course offerings based on student performance data.
  9. Active listening techniques — demonstrate during one-on-one student conferences to identify academic difficulties and recommend support resources.
  10. Web-based course platforms — use to post materials, collect assignments, and communicate course updates to enrolled students.
Proficient
Senior / Expert IC
  1. Full-semester course materials including syllabi, lectures, and assessment instruments — develop autonomously for multiple sections, ensuring alignment with program competencies.
  2. Complex lectures on specialized topics — deliver across undergraduate or graduate levels, adjusting depth and approach to meet varied student readiness levels.
  3. Non-routine student performance issues — diagnose and address through differentiated instructional strategies and individualized assignment modifications.
  4. Classroom discussions on nuanced or contested subject matter — initiate, facilitate, and moderate to promote critical thinking and respectful intellectual exchange.
  5. Student writing samples and analytical papers — evaluate with detailed, criterion-referenced feedback that advances discipline-specific writing competencies.
  6. Instructional technology including analytical software and web platform tools — integrate purposefully into course design to deepen student engagement and skill acquisition.
  7. Deductive reasoning and critical thinking skills — embed explicitly into course activities and assessments across diverse subject domains.
  8. Curriculum gaps or misalignments — identify through ongoing assessment data analysis and recommend evidence-based revisions to program coordinators.
  9. Cross-disciplinary knowledge spanning English language, psychology, and administrative domains — draw upon to enrich course content and contextual examples.
  10. Professional integrity and dependability — model consistently in grading, attendance, and communication practices, setting a standard for the instructional team.
Advanced
Lead / Principal / Executive
  1. Institutional instructional frameworks and curriculum scope — design and lead across multiple courses or programs, setting pedagogical direction for a department or training division.
  2. Instructor cohorts and adjunct faculty — mentor and coach in lecture development, classroom facilitation, and assessment design within a vocational or post-secondary institution.
  3. Program-level learning outcomes and assessment systems — establish and oversee, using analytical data to drive continuous improvement across instructional offerings.
  4. Organizational policies on academic integrity, grading standards, and student support — author and champion, ensuring consistent application across all instructors in the unit.
  5. Strategic partnerships with industry stakeholders and accrediting bodies — cultivate to align instructional programs with workforce needs and credentialing requirements.
  6. Emerging educational technologies and active learning methodologies — evaluate and introduce at the program scale, leading professional development sessions for instructional staff.
  7. Complex institutional challenges such as declining student outcomes or equity gaps — analyze using education and training knowledge and lead evidence-based intervention initiatives.
  8. Cross-departmental curriculum integration — lead by coordinating with discipline specialists to ensure coherent learning pathways for students progressing through multi-level programs.
  9. Budget and resource allocation for instructional materials, software licenses, and classroom technology — manage and advocate for at the administrative level.
  10. Organizational culture of intellectual curiosity, cooperation, and learner-centered practice — cultivate by modeling advanced instructional leadership and recognizing exemplary teaching across the institution.

AI-at-Work Competency Framework

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

Authoritative source data identified for 998 occupations

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

Emerging
  1. AI-assisted material drafting — uses an AI tool to generate first-draft syllabi, homework assignments, and handouts, then reviews and adjusts the content before distributing to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic grading support — submits student short-answer work to an AI assistant for an initial scoring rubric pass, then manually reviews each result before recording grades Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Lecture content preparation — directs an AI assistant to synthesize background readings and suggest lecture outlines on assigned topics, then restructures the output to match the course's learning objectives Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Discussion prompt generation — uses an AI tool to draft a set of Socratic questions for classroom discussion, selecting and refining the prompts that best target higher-order thinking before the session begins WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Differentiated instruction planning — instructs an AI assistant to adapt a single lesson plan to multiple student readiness levels, then evaluates each variant for pedagogical accuracy and contextual fit Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Proficient
  1. Time-intensive feedback delegation — hands off batches of student essays to an AI assistant for detailed formative commentary aligned to the rubric, then audits a representative sample and overrides any feedback that misreads student intent Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Learning-strategy customization — interrogates an AI tool to surface evidence-based instructional strategies for a specific learner population, then integrates selected strategies into the course design while retaining full ownership of sequencing decisions Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Course-material iteration cycle — runs successive AI-assisted revision passes on handouts and assessments, using student performance data as the prompt context, to produce tighter alignment between materials and stated learning outcomes 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..
  4. Active-listening gap identification — records lecture transcripts and feeds them to an AI assistant with instructions to flag moments of unclear explanation or missing scaffolding, then uses the analysis to rehearse improved verbal delivery WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Advanced
  1. End-to-end curriculum orchestration — coordinates an AI agent across multiple tasks — competency mapping, assignment sequencing, rubric drafting, and reading-list curation — while personally authoring every pedagogical rationale and maintaining accountability for instructional coherence 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. AI-augmented assessment validity review — directs an AI assistant to cross-check assessment items against course objectives and disciplinary standards, then applies professional judgment to resolve flagged misalignments and documents the rationale for each decision Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Instructor-AI collaboration modeling — teaches students how to engage productively with AI tools for learning tasks, demonstrating critical evaluation of AI-generated content and framing responsible use as a transferable academic skill WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  4. Continuous pedagogical feedback loop — synthesizes AI-generated analytics on student engagement patterns with first-hand classroom observation to redesign instructional approaches each term, treating AI insight as one data stream rather than a directive Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  5. Institutional AI-use standards development — draws on demonstrated AI collaboration experience to draft department-level guidelines for ethical, effective AI tool use in teaching and assessment, balancing efficiency gains with academic integrity 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..
Evidence pack
AEI usage
Task observations: 3264
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.91
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

Pathsmith Durable Skills Framework

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

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

1Communication12 statements
Emerging
  1. Lecture delivery — presents foundational subject matter using prepared notes and basic verbal explanations to small student groups Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Written feedback — provides brief written comments on student assignments using standard grading rubrics O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Classroom instruction — reads course materials aloud and paraphrases key concepts to check student comprehension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Discussion facilitation — initiates and moderates classroom conversations by posing open-ended questions and paraphrasing student responses 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. Syllabus construction — drafts clear course syllabi and homework assignment instructions that align learning objectives with student expectations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Instructional explanation — adapts verbal explanations of complex topics such as financial accounting principles to match varying student 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.
Applying
  1. Multi-modal communication — delivers lectures, leads discussions, and produces written handouts that consistently reinforce the same learning objectives across formats Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Differentiated feedback — composes detailed written evaluations of student papers that identify specific conceptual gaps and suggest targeted improvement 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.
  3. Audience calibration — adjusts vocabulary, pacing, and examples when addressing undergraduate versus graduate student audiences on the same topic 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. Instructional communication leadership — models exemplary lecture and discussion facilitation practices for colleagues and serves as a resource for curriculum communication design 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. Scholarly writing integration — embeds discipline-specific writing conventions into course materials so students develop professional communication competencies alongside content mastery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cross-context communication — presents course content effectively across in-person, hybrid, and fully online delivery environments, adapting medium and message without loss of clarity 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.
2Leadership10 statements
Emerging
  1. Classroom presence — establishes basic authority and a respectful learning environment during initial instructional sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Assignment direction — communicates clear expectations for student work so learners understand task parameters and deadlines O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Student motivation — encourages hesitant learners to participate in discussions by creating low-stakes entry points and affirming contributions 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 initiative — takes ownership of course pacing decisions and modifies lesson plans when student comprehension indicators suggest a need for adjustment 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. Course stewardship — takes full responsibility for curriculum design, grading integrity, and student progress outcomes within an assigned course section 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 collaboration leadership — leads course-team meetings to align instructional standards, share effective teaching strategies, and resolve grading inconsistencies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student development advocacy — identifies struggling students early and initiates referrals or targeted interventions, taking accountability for follow-through 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. Curriculum innovation leadership — leads the redesign of program-level course sequences, guiding fellow instructors through pedagogical change and ensuring coherent learning progressions 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. Mentorship of instructors — coaches newer teachers on classroom management, lesson planning, and student engagement strategies through observation and structured feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Institutional initiative — champions new instructional programs or learning initiatives within the department, building buy-in among faculty, administration, and students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Teaching self-assessment — reflects on individual lesson delivery after class and notes one or two areas for adjustment in subsequent sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning strategy awareness — identifies which explanatory techniques produced visible student understanding during a lesson and which did not Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional planning review — monitors the alignment between stated learning objectives and actual student performance data, adjusting course plans 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. Personal knowledge gap identification — recognizes subject-matter areas requiring further study and seeks out resources before the corresponding course unit begins 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. Reflective practice — systematically evaluates course effectiveness using student feedback, grade distributions, and personal observation logs to inform semester-over-semester improvements 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. Cognitive strategy deployment — selects and applies specific instructional strategies such as spaced practice or retrieval-based review based on deliberate analysis of student 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.
Exceeding
  1. Meta-instructional modeling — explicitly teaches students how to monitor their own comprehension and regulate their study strategies, embedding metacognitive skill development into course design 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 professional calibration — maintains a structured self-improvement plan that integrates peer observation feedback, student outcome data, and current educational research to drive teaching evolution Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking9 statements
Emerging
  1. Assignment analysis — reviews student work against rubric criteria to identify whether responses demonstrate understanding of core 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.
  2. Assumption identification — recognizes unstated assumptions in textbook explanations and flags them for classroom discussion Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Evidence-based grading — evaluates student arguments and written papers by assessing the quality of evidence presented rather than surface-level agreement with course material 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 diagnosis — analyzes patterns in student errors across assignments to determine whether misconceptions stem from content delivery, assessment design, or prerequisite gaps 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. Socratic facilitation — moderates classroom discussions using targeted questioning that surfaces logical inconsistencies and pushes students to examine the reasoning behind their claims 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 validity evaluation — critically assesses course readings, case studies, and problem sets for currency, bias, and alignment with intended learning outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assessment design critique — identifies flaws in test items or assignment prompts that produce misleading performance data and revises them before administration 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. Critical thinking curriculum integration — designs entire courses or modules around progressive critical thinking skill development, mapping each assignment to a specific analytical competency 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. Interdisciplinary reasoning — draws on knowledge from psychology, mathematics, and domain-specific fields to construct course content that challenges students to synthesize evidence across disciplines 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.
5Collaboration9 statements
Emerging
  1. Peer coordination — participates in departmental meetings and shares course materials with fellow instructors when requested Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student group support — establishes basic norms for collaborative student projects and monitors group dynamics during in-class work time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Co-instruction coordination — co-develops course materials and assessment rubrics with a teaching partner, reconciling differing instructional philosophies through structured dialogue 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 partnership — incorporates student input from early-course surveys into course adjustments, treating learners as collaborative stakeholders in their educational experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Cross-functional program collaboration — works with academic advisors, support services staff, and department chairs to create coordinated student success plans for at-risk 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. Collaborative curriculum development — contributes to program-level course mapping efforts alongside fellow instructors, aligning individual course outcomes with broader program 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.
  3. Learning community facilitation — structures student group projects so that diverse perspectives are surfaced, roles are equitably distributed, and shared accountability is maintained 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. Inter-departmental partnership leadership — builds formal collaborative relationships between instructional teams across departments to develop interdisciplinary courses or shared competency frameworks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Community-of-practice stewardship — organizes and facilitates ongoing professional learning communities among instructors, creating shared repositories of effective teaching strategies and assessment tools Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character9 statements
Emerging
  1. Grading integrity — applies published rubric criteria consistently across all student submissions without favoritism or bias Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional punctuality — arrives prepared for each instructional session with completed lesson plans, materials, and updated gradebooks Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Academic honesty enforcement — addresses plagiarism and academic integrity violations according to institutional policy, communicating consequences to students with clarity and fairness 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. Transparent communication — discloses course expectations, grading criteria, and policy changes to students proactively and in writing 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. Equitable assessment practice — designs and administers assessments that provide all students, including those with documented accommodations, a fair opportunity to demonstrate mastery 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. Ethical role modeling — demonstrates intellectual honesty in discussions by acknowledging the limits of personal expertise and citing sources when presenting factual claims 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. Accountability in student outcomes — accepts professional responsibility when course design or delivery contributes to poor student performance and implements documented corrective action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Institutional integrity leadership — contributes to the development or review of academic integrity policies, grading standards, or ethical conduct guidelines at the department or institutional level Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Character development in curriculum — intentionally embeds ethical reasoning scenarios and professional conduct standards into course content, particularly in applied or professional fields 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.
7Creativity9 statements
Emerging
  1. Instructional variety — incorporates at least one non-lecture activity such as a case study, brief demonstration, or discussion prompt into lesson planning 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 course handouts or examples to better fit current student demographics or contemporary 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.
Developing
  1. Novel example generation — constructs original analogies, scenarios, and real-world applications to make abstract course content such as mathematical concepts or accounting principles more 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. Assessment innovation — designs non-traditional assessment formats such as reflective portfolios, problem-based projects, or peer-review exercises to measure learning beyond standard tests 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. Creative course design — builds entire course structures around experiential learning activities, authentic tasks, and student-generated projects that produce transferable skills alongside content 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. Technology-enhanced instruction — integrates digital tools and interactive platforms creatively into course delivery to increase engagement and enable learning modalities not possible in traditional lecture format 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. Problem-based curriculum — develops multi-week instructional units built around open-ended, real-world problems that require students to synthesize learning across multiple course topics 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. Pedagogical invention — pioneers new instructional frameworks or assessment models that are adopted by other instructors in the department because of their demonstrated effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Creative program design — conceives and launches entirely new courses or instructional programs in response to emerging workforce needs or student demand, from concept through full implementation 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 Mindset9 statements
Emerging
  1. Feedback receptivity — receives student course evaluations and peer observation notes without defensiveness, identifying at least one actionable teaching adjustment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Instructional challenge acceptance — attempts unfamiliar instructional formats or subject areas when assigned, treating the experience as a learning opportunity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Iterative lesson improvement — revises lesson plans, assessments, and examples each semester based on student performance data and reflective notes from prior 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. Professional development engagement — participates in workshops, conferences, or online courses related to pedagogy, subject matter, or educational technology to expand instructional capability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Persistent skill development — sustains a multi-semester plan for improving a specific instructional weakness, tracking progress against self-set benchmarks and adjusting strategies when initial approaches fall short Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Modeling learning for students — shares personal learning experiences and professional growth challenges openly with students to normalize struggle and effort as part of mastery 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. Feedback integration discipline — systematically collects mid-semester student feedback and uses it to make visible, communicated adjustments within the same term 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. Growth culture building — creates classroom and departmental environments where productive struggle, revision, and learning from failure are explicitly valued and structurally supported Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Lifelong learning leadership — pursues advanced credentials, publishes instructional research, or presents at professional conferences, demonstrating sustained commitment to discipline and pedagogical mastery 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.
9Mindfulness9 statements
Emerging
  1. Classroom presence — maintains focused attention during student questions and discussion contributions rather than preparing subsequent lesson segments while students are speaking Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional baseline awareness — recognizes personal stress or fatigue before entering the classroom and applies a brief grounding routine to ensure consistent instructional presence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student affect attunement — notices shifts in student engagement, confusion, or emotional distress during instruction and responds with adjusted pacing or a direct check-in 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 — pauses deliberately at key transition points in a lecture to allow student processing time before advancing to new material 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 classroom response — responds to disruptive student behavior or emotionally charged classroom moments with measured, non-reactive redirection that preserves the learning environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attentive listening in discussion — demonstrates full active listening during student contributions by maintaining eye contact, withholding evaluation, and summarizing before responding 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 — delivers critical grade feedback or academic warnings to students with deliberate attention to tone, timing, and student emotional readiness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindfulness integration in curriculum — embeds attention regulation and self-awareness practices into course content or classroom routines, particularly in applied fields such as education or psychology 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. Organizational mindfulness leadership — models and advocates for intentional, present-focused professional practices in departmental culture, influencing how colleagues approach student interactions and workload management Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude9 statements
Emerging
  1. Challenge persistence — continues lesson delivery when classroom technology fails or initial student engagement is low, adapting in the moment rather than abandoning the plan Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Adversity tolerance — navigates difficult student interactions or critical course evaluations without withdrawal, returning to instruction with renewed effort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Sustained course commitment — maintains consistent instructional quality and attendance through high-demand periods such as end-of-semester grading cycles or concurrent multi-section teaching loads Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Constructive conflict navigation — addresses student grade disputes or classroom conflict directly and professionally, sustaining engagement even when interactions become tense Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Resilient curriculum iteration — persists through multiple failed instructional experiments before finding an effective approach, treating repeated revision as a necessary part of teaching excellence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. High-stakes instruction endurance — maintains instructional effectiveness and student support standards during institutional disruptions such as abrupt format changes, enrollment surges, or resource reductions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Courageous feedback delivery — provides honest, direct academic performance feedback to students who are at risk of failing, even when those conversations are emotionally difficult 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 advocacy under pressure — pursues structural improvements to course design, assessment equity, or student support systems despite bureaucratic resistance, sustaining effort across multiple academic cycles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Resilience modeling — shares professional setbacks and recovery strategies openly with students and colleagues, demonstrating that sustained effort through difficulty produces instructional and intellectual 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 anchors38 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Adjunct Teacher · Autism Tutor · Bilingual Instructor · Bilingual Trainer · Consumer Education Specialist · Environmental Educator · Extension Work Instructor · Human Resource Management Instructor · Lecturer · Link Trainer Operator · Special Education Preschool Teacher · Special Education Teacher for Adults with Disabilities
RAPIDS apprenticeships
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O*NET skills
SpeakingReading ComprehensionInstructingActive ListeningLearning StrategiesWritingCritical ThinkingActive Learning
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceMathematicsPsychologyAdministrativeAdministration and Management
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionDeductive Reasoning
Work styles
DependabilityCooperationSocial OrientationIntellectual CuriosityIntegrityAttention to Detail
Technology
Word processing softwareWeb platform development softwareAnalytical or scientific softwareSpreadsheet softwareOffice suite softwareElectronic mail software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, pri
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
CIP education codes
13.020113.020213.020313.120713.120813.121113.130413.139913.9999

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.