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Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education

SOC 25-9042.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis framework covers competencies for teaching assistants supporting student learning, behavior, and safety in preschool through secondary school classrooms and campus environments, calibrated to Job Zone 3 preparation and experience levels.

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. Student supervision in classrooms and hallways — carry out under direct teacher guidance using established school protocols.
  2. Individual tutoring sessions — assist students one-on-one with assigned tasks following lesson plans prepared by the classroom teacher.
  3. School administration policies — recognize and apply basic student conduct rules under close supervision in a K–12 classroom setting.
  4. Social skills instruction — reinforce teacher-led lessons on sharing, turn-taking, and respectful communication during structured classroom activities.
  5. Classroom equipment and materials — monitor student use and report unsafe conditions to the supervising teacher on a daily basis.
  6. Assigned instructional duties — discuss expectations with the classroom teacher at the start of each shift to coordinate support activities.
  7. Read-aloud and guided discussion sessions — present prepared content to small groups under direct teacher direction in an elementary or middle school classroom.
  8. Classroom maintenance tasks — clean and organize instructional spaces, including wiping surfaces and arranging materials, following school cleanliness standards.
  9. Electronic mail software — send and receive routine communications with supervising teachers and school staff using district-approved platforms.
  10. Active listening skills — attend carefully to student questions and teacher instructions in a busy classroom environment to ensure accurate task completion.
Developing
Mid-level / Established
  1. Student supervision across multiple settings — manage conduct in cafeterias, gymnasiums, schoolyards, and on field trips with moderate teacher oversight.
  2. Small-group tutoring — facilitate concept reinforcement sessions for groups of two to five students, adapting pacing to individual learning needs in a K–12 setting.
  3. Policy enforcement — consistently apply and explain student conduct rules to learners and communicate infractions to appropriate staff with limited prompting.
  4. Social-emotional learning activities — lead structured lessons on conflict resolution and empathy using teacher-approved curricula in a classroom environment.
  5. Equipment care instruction — demonstrate and monitor proper use of classroom technology and lab materials, correcting unsafe behaviors before incidents occur.
  6. Instructional coordination meetings — participate in regular planning discussions with classroom teachers to align support strategies with current lesson objectives.
  7. Subject matter presentations — deliver short lectures and supervised role-play exercises to students on teacher-assigned topics across core subject areas.
  8. Classroom environment upkeep — maintain organized and sanitary instructional spaces independently, restocking supplies and reporting maintenance needs to administration.
  9. Computer-based training software — support students in navigating educational programs, troubleshooting basic access issues in a school computer lab or blended learning classroom.
  10. Time management practices — organize daily task schedules across multiple classrooms or student groups to meet instructional support commitments reliably.
Proficient
Senior / Expert IC
  1. Multi-setting student supervision — independently oversee student behavior and safety across classrooms, hallways, cafeterias, and off-campus field trip environments, exercising sound professional judgment.
  2. Differentiated tutoring support — design and implement individualized reinforcement strategies for struggling learners across diverse grade levels and subject areas within a K–12 school.
  3. Policy application and de-escalation — interpret and enforce school conduct policies while using social perceptiveness to de-escalate behavioral situations before teacher intervention is required.
  4. Social skills curriculum delivery — plan and teach targeted social skills lessons aligned to school-wide behavioral frameworks, adjusting content for developmental and cultural context.
  5. Safety-focused equipment instruction — proactively instruct students on equipment care protocols and conduct risk assessments to prevent injuries in laboratory, technology, and physical education settings.
  6. Cross-classroom instructional collaboration — coordinate independently with multiple teachers to integrate support strategies that reinforce consistent learning outcomes across subject areas.
  7. Multimedia-supported instruction — develop and deliver subject matter presentations using multimedia educational software and video creation tools, enhancing student engagement in secondary school contexts.
  8. Learning data monitoring — track individual and group progress using database and project management software, providing teachers with actionable observations to inform instructional adjustments.
  9. Video conferencing facilitation — lead virtual small-group tutoring or instructional sessions using conferencing platforms, managing student participation and technical troubleshooting independently.
  10. Complex problem-solving in student support — analyze persistent learning or behavioral challenges affecting individual students and recommend evidence-informed interventions to the classroom teacher and support team.
Advanced
Lead / Principal / Executive
  1. School-wide supervision systems — lead the design and continuous improvement of student supervision protocols across all campus environments, setting standards adopted by the full paraprofessional team.
  2. Peer coaching and mentorship — mentor and evaluate emerging and developing teaching assistants, modeling effective tutoring techniques and providing structured feedback to build team instructional capacity.
  3. Policy development advisory role — contribute expertise to the revision of student conduct policies and classroom management guidelines, representing paraprofessional perspectives to school leadership.
  4. Social-emotional learning program leadership — spearhead school-wide social skills initiatives, collaborating with counselors, teachers, and administrators to align program goals with student wellbeing outcomes.
  5. Safety culture stewardship — establish and champion school-wide standards for equipment use, classroom safety, and injury prevention, training staff and conducting regular compliance reviews.
  6. Instructional partnership framework — develop structured collaborative models between teaching assistants and classroom teachers, formalizing coordination practices that raise consistency of student support across grade levels.
  7. Professional development curriculum design — create and facilitate training workshops for paraprofessional staff on instructional methods, learning strategies, and technology tools used in K–12 educational environments.
  8. Data-driven program evaluation — lead the collection, analysis, and reporting of student support data using database and project management platforms, presenting findings to school leadership to guide resource allocation.
  9. Technology integration leadership — evaluate, pilot, and champion the adoption of emerging educational technologies — including adaptive learning and multimedia tools — across the school's instructional support program.
  10. Organizational advocacy and representation — represent the teaching assistant workforce in school improvement committees, communicating staffing needs, workload considerations, and professional development priorities to administrators and district leadership.

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 retrieval — uses AI tools to locate supplementary worksheets and reading passages that reinforce concepts introduced by the supervising teacher, reducing time spent on manual searching Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic tutoring support — prompts an AI assistant to generate simple practice problems or vocabulary lists for small-group sessions, then delivers the content directly to students 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..
Developing
  1. Differentiated task preparation — directs an AI tool to adapt reading passages or math exercises to multiple difficulty levels, then selects appropriate versions for individual students based on observed 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. Progress note drafting — hands off brief observational notes to an AI assistant to expand into structured student progress summaries, then reviews and corrects the output before sharing with the supervising teacher Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Social-skills activity generation — uses an AI tool to produce scenario-based discussion prompts for social-skills instruction, applying personal knowledge of student dynamics to filter and sequence the suggestions 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..
Proficient
  1. Personalized tutoring scaffolding — orchestrates an AI tool to generate step-by-step explanations for concepts a student has missed, then monitors student response in real time and redirects when the AI output does not match the student's learning style 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. Behavior and policy communication — uses an AI assistant to draft parent-facing or student-facing language that explains classroom rules and expectations, then edits for tone and cultural fit before distribution 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. Classroom material workflow — manages a repeatable AI-assisted pipeline for sourcing, adapting, and organizing instructional materials across multiple subject areas, cutting preparation time substantially while retaining pedagogical judgment Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Observational data synthesis — feeds structured anecdotal records into an AI tool to identify patterns in student engagement or misconduct, then presents findings to the lead teacher as actionable recommendations 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..
Advanced
  1. AI output quality arbitration — evaluates AI-generated instructional content against grade-level standards and individual student needs, rejecting or substantially revising outputs that miss developmental nuance, positioning active-listening and social-perceptiveness skills as the irreplaceable human layer Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Cross-classroom coordination support — uses AI tools to align supplementary materials and tutoring strategies across multiple classrooms or grade levels, briefing supervising teachers on AI-recommended adjustments while retaining authority over implementation 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. Mentor-level AI practice modeling — demonstrates responsible and critical use of AI tools to newer teaching assistants, establishing norms for validating AI output against direct student observation and institutional policy 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: 978
Augment share: 95%
Time saved: 76.2%
AI autonomy: 2.89
SAFI positioning
Top skill: Active Listening
Score: 42.2 / 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.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.

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.

1Communication11 statements
Emerging
  1. Student instruction support — delivers simple verbal directions to students using age-appropriate language during routine classroom activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Read-aloud facilitation — reads assigned texts aloud to small groups while tracking student comprehension through basic questioning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Classroom communication — relays basic student behavioral or academic concerns to the lead teacher using clear, factual language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Small-group tutoring dialogue — explains assignment instructions and reinforces concepts to individuals or small groups using varied vocabulary matched to student reading level 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. Teacher coordination communication — discusses assigned duties and daily plans with classroom teachers to align instructional messaging and classroom expectations O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Parent interaction — communicates routine student progress updates or behavioral observations to parents in a professional and accessible manner Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional delivery — presents subject matter to students through lectures, discussions, and supervised role-playing under teacher guidance, adjusting language and pacing based on student response 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. Social skills instruction — teaches and models prosocial communication behaviors to students across classroom, hallway, and cafeteria settings using structured dialogue techniques O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Cross-setting supervision communication — issues clear, consistent behavioral redirection to students in varied environments including gymnasiums, school yards, and field trips O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Differentiated instructional communication — crafts and delivers targeted verbal and written explanations for diverse learners across multiple grade levels, adjusting register, tone, and complexity in real 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.
  2. Collaborative communication leadership — models best practices in student-facing communication for new teaching assistants and student teachers, providing structured feedback on clarity and engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership10 statements
Emerging
  1. Classroom routine support — takes initiative to distribute materials, organize supplies, and maintain classroom order without direct prompting during transitions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student behavior monitoring — assumes responsibility for tracking student conduct in assigned areas and reports observations accurately to supervising teachers O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Small-group facilitation — leads structured tutoring sessions independently, setting the agenda, pacing instruction, and redirecting off-task behavior within the group Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Policy enforcement — takes ownership of enforcing school administration policies and behavioral rules consistently across supervised settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer modeling — demonstrates expected student behaviors and routines, positioning oneself as a visible behavioral standard-bearer in the classroom Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Student supervision leadership — independently oversees student safety and conduct across classrooms, hallways, cafeterias, playgrounds, and field trips with minimal teacher intervention O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Social skills development — leads structured lessons on conflict resolution, cooperation, and respectful communication, guiding student practice through role-play and discussion O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Equipment and materials stewardship — takes responsibility for instructing students in safe equipment use and holds students accountable for proper care of materials O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Instructional co-leadership — partners with lead teachers to design and sequence small-group instructional segments, contributing expertise in student readiness and pacing decisions 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. New assistant onboarding — mentors incoming teaching assistants in classroom procedures, supervisory responsibilities, and effective student engagement strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Instructional self-reflection — identifies moments when a tutoring explanation was unclear and considers alternative approaches for the next attempt Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Task awareness — recognizes own knowledge boundaries relative to subject matter and seeks clarification from the lead teacher before delivering instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Learning strategy adaptation — evaluates which explanation methods worked during small-group tutoring and adjusts approach for subsequent sessions based on student response patterns 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. Role clarity monitoring — periodically reviews assigned duties and self-assesses alignment between personal actions and teacher expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Student-centered self-calibration — monitors own pacing, tone, and comprehension-check frequency during instructional delivery and makes real-time adjustments based on student engagement signals 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. Supervisory judgment review — after managing a behavioral incident, reflects on decision-making process and identifies what would improve the outcome in future similar situations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Continuous practice improvement — systematically documents personal instructional strategies, evaluates their effectiveness across student populations, and refines practice over successive grading periods Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Metacognitive modeling — explicitly models self-monitoring and self-correction behaviors for students during tutoring, teaching them to check their own understanding before asking for help 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.
4Critical Thinking9 statements
Emerging
  1. Student need identification — recognizes when a student is struggling with an assignment and determines whether the issue is comprehension, motivation, or task clarity before intervening 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. Policy application — evaluates specific student situations against established school rules to determine the appropriate level of response O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Concept reinforcement analysis — analyzes which components of a teacher-presented concept a student has not mastered and selects targeted practice strategies to address the gap 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. Behavioral pattern recognition — identifies recurring conduct patterns in individual students and distinguishes situational behavior from systemic concerns requiring teacher escalation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Instructional method evaluation — compares the effectiveness of lecture, role-play, and discussion formats for specific student groups and recommends approach adjustments to the lead teacher 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. Safety risk assessment — evaluates equipment use, classroom layout, and student behavior during activities to proactively prevent injuries and material damage O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Evidence-based student feedback — provides specific, observation-grounded feedback to students on their academic performance rather than general praise or correction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum gap analysis — critically examines alignment between teacher-assigned tasks and individual student skill levels, proposing differentiated support strategies to the lead teacher 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. Incident root-cause reasoning — after a classroom disruption or safety concern, analyzes contributing factors across environment, student history, and instructional context to inform prevention strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration9 statements
Emerging
  1. Teacher coordination initiation — discusses assigned duties with the classroom teacher at the start of each session to understand expectations and avoid role overlap O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Shared classroom maintenance — participates in classroom cleaning and organization tasks as a contributing member of the instructional team O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional team alignment — coordinates instructional timing and student grouping decisions with lead teachers to ensure seamless lesson flow 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-role communication — shares relevant student observations with teachers, counselors, or administrators to support a unified approach to student development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Co-instructional collaboration — works alongside lead teachers during whole-class and small-group instruction, adapting support role based on lesson phase and student need 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. Field trip coordination — collaborates with teachers and other supervisory staff to manage student safety, logistics, and behavioral expectations during off-campus activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Multidisciplinary student support — contributes classroom-level observations to team discussions involving teachers, school psychologists, and counselors addressing student learning challenges 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. Professional learning collaboration — actively participates in staff meetings and collaborative planning sessions, contributing structured student data and instructional insights that inform team decisions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Cross-grade coordination — builds working relationships with teaching assistants and teachers across grade levels to support consistent student transitions and school-wide behavioral expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character9 statements
Emerging
  1. Consistent rule application — enforces classroom and school policies equitably for all students regardless of personal familiarity or student status O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional reliability — arrives prepared for assigned duties, fulfills supervisory responsibilities in all assigned settings, and follows through on commitments to the lead teacher Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Ethical student treatment — maintains respectful, impartial conduct toward students in disciplinary situations, separating student behavior from student identity 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. Confidentiality practice — handles sensitive student information shared by teachers or observed in the classroom with appropriate discretion and professional boundaries Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Accountability under pressure — acknowledges errors in supervision or instruction, reports them accurately to the lead teacher, and takes corrective action without deflection Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Role boundary integrity — operates within the defined scope of the teaching assistant role, deferring to teacher authority on instructional and disciplinary decisions while fulfilling own responsibilities fully Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student safety prioritization — consistently places student physical and emotional safety above personal convenience or task efficiency in all supervisory contexts O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Professional ethics modeling — demonstrates exemplary integrity in all student, teacher, and family interactions, serving as a consistent behavioral standard for the broader paraprofessional staff Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Advocacy within appropriate channels — raises concerns about student welfare, policy gaps, or inequitable practices through proper institutional channels with factual documentation and professional composure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity8 statements
Emerging
  1. Engagement improvisation — selects from available manipulatives, visuals, or storytelling techniques to re-engage a student who is not responding to standard tutoring approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Routine variation — introduces simple novelty into repetitive drill activities to maintain student attention during concept reinforcement 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.
Developing
  1. Alternative explanation design — constructs original analogies, examples, or visual representations to clarify concepts that students have not grasped through teacher-delivered instruction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Social skills activity adaptation — modifies role-play scenarios and discussion prompts to reflect students' cultural backgrounds and lived experiences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Differentiated support creation — develops tailored practice activities for individual students based on identified learning gaps, using materials available in the classroom environment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Behavioral engagement strategies — invents structured games or interactive formats that reinforce academic content while redirecting disruptive energy into productive participation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Instructional resource development — designs reusable supplemental materials, activity templates, and tutoring guides that are adopted by the broader classroom or grade-level team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Innovative student motivation approaches — pilots novel student incentive structures or peer-learning formats and shares evaluated outcomes with lead teachers to inform instructional planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset8 statements
Emerging
  1. Challenge acceptance — attempts to tutor students in subject areas outside personal comfort zone by preparing in advance and seeking teacher guidance rather than declining the assignment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — receives corrective direction from lead teachers about instructional or supervisory approach without defensiveness and applies the guidance in the next interaction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Skill development pursuit — identifies personal gaps in subject knowledge or student management technique and seeks professional development resources or teacher mentorship to address them Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Setback reframing — when a tutoring session does not produce visible student progress, treats the experience as diagnostic information and adjusts the next session plan 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.
Applying
  1. Persistent student support — maintains consistent effort with students who show slow or resistant progress, experimenting with new approaches across multiple sessions before escalating to the teacher 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-grade learning agility — accepts reassignment across grade levels or subject areas and rapidly builds contextual competence by observing lead teachers and reviewing relevant materials Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mastery orientation modeling — explicitly communicates growth mindset language to students during tutoring, reframing mistakes as learning steps and effort as the driver of improvement 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 growth leadership — pursues advanced training in instructional strategies or child development and shares new knowledge with colleagues to elevate team-wide practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Classroom presence — maintains focused attention on assigned students during supervision, resisting distraction in high-stimulation environments such as cafeterias and gymnasiums 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 baseline awareness — recognizes personal emotional states such as frustration or impatience before they influence interactions with students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student state attunement — reads subtle behavioral and emotional cues from students to detect distress, confusion, or disengagement before it escalates Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Regulated response in conflict — maintains calm tone and measured language when managing student defiance or peer disputes rather than reacting impulsively Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Intentional supervisory presence — allocates deliberate attention across all students in supervised settings, avoiding fixation on one student at the expense of group awareness 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. Transition mindfulness — prepares students mentally for setting changes such as moving from classroom to gymnasium by using structured verbal cues and anticipatory guidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Stress regulation under volume — sustains focused, professional conduct during high-noise or high-movement periods such as recess, lunch, or whole-class activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful instructional pacing — monitors student cognitive load during tutoring sessions and intentionally inserts processing pauses, check-ins, and transitions to prevent 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. Mindfulness skill transfer — introduces age-appropriate attention and emotional regulation exercises to students as part of social skills instruction, using structured breathing or focus techniques Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
10Fortitude9 statements
Emerging
  1. Supervisory persistence — maintains assigned supervisory responsibility through full duty periods including physically demanding settings and weather-exposed environments without withdrawal 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. Behavioral challenge tolerance — continues working constructively with a student who is resistant or disrespectful rather than immediately deferring to the teacher without attempting de-escalation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Academic intervention persistence — returns to the same student across multiple tutoring sessions without reduced effort when learning progress is slow or inconsistent 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. Policy enforcement consistency — enforces school rules and expectations even when students push back, argue, or test boundaries, maintaining composure and firm stance O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Crisis composure — responds to sudden safety incidents such as student injury, altercation, or medical event with controlled action, securing student welfare before summoning additional support O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Long-cycle student support — sustains engagement with academically struggling students across an entire semester, adapting strategies while maintaining belief in student capacity to improve 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. Role ambiguity navigation — continues performing effectively when teacher guidance is temporarily unavailable, applying known policies and routines confidently until direction is restored Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Resilience under institutional change — adapts effectively to shifting classroom assignments, grade-level changes, or policy updates without reduction in supervisory or instructional quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Courageous student advocacy — raises concerns about a student's welfare or an unsafe classroom condition to school administration through appropriate channels despite potential interpersonal discomfort 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
Bilingual Teacher Aide · BSIP Instructional Aide (Basic Skills Improvement Program Instructional Aide) · Classroom Aide · Classroom Assistant · Early Childhood Teacher Assistant (EC Teacher Assistant) · Education Paraprofessional · Educational Assistant · Educational Assistant Teacher · Educational Technician (Educational Tech) · Elementary Instructor · Elementary Paraprofessional · Elementary Teacher Assistant
RAPIDS apprenticeships
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O*NET skills
Active ListeningSocial PerceptivenessReading ComprehensionSpeakingCoordinationService OrientationMonitoringInstructingCritical ThinkingLearning StrategiesWritingTime ManagementComplex Problem SolvingActive LearningPersuasion
Knowledge domains
Customer and Personal ServiceEnglish LanguagePsychologyMathematicsEducation and TrainingPublic Safety and SecurityAdministrativeSociology and Anthropology
Abilities
Oral ComprehensionOral ExpressionWritten ComprehensionInformation OrderingSpeech RecognitionSpeech ClarityWritten ExpressionProblem SensitivityCategory FlexibilityNear Vision
Work styles
DependabilityOptimismCooperationSocial OrientationEmpathyIntegrity
Technology
Computer based training softwareData base user interface and query softwareDesktop communications softwareElectronic mail softwareVideo creation and editing softwareProject management softwareVideo conferencing softwareSpell checkersCalendar and scheduling softwareMulti-media educational software
Tasks · seed anchors for statements
  1. Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
  2. Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
  3. Enforce administration policies and rules governing students.
  4. Teach social skills to students.
  5. Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  6. Discuss assigned duties with classroom teachers to coordinate instructional efforts.
  7. Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud.
  8. Clean classrooms.
CIP education codes
13.010113.121013.150113.159919.0706

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.