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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.

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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.
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Show O*NET source anchors38 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
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.