Teaching Assistants, Special Education

SOC 25-9043.00Job Zone 3 · Medium Preparationv.26.05

Context coveredThis framework covers K–12 special education environments where teaching assistants support students with diverse disabilities across classrooms, therapy settings, and common school areas under varying levels of specialist supervision.

Sources:O*NET v30.2 SkillsCrosswalk

Emerging

Entry / Apprentice

Student support needs — identify and report under direct supervision of a lead special education teacher in a self-contained classroom.
Positive reinforcement techniques — apply basic behavior modification strategies following scripted protocols provided by supervising instructors.
Student supervision — monitor assigned students in classrooms, hallways, and cafeterias under the guidance of a credentialed special education teacher.
Assistive devices and supportive technology — retrieve, distribute, and assist students in using under step-by-step direction in a resource room setting.
Therapeutic regimen tasks — carry out structured personal development activities as directed by supervising psychologists or speech-language pathologists.
Individual tutoring sessions — assist single students or small groups with assigned tasks under a teacher's lesson plan in a general or special education classroom.
School policies and behavioral rules — enforce standard administration guidelines consistently in supervised school environments.
Active listening skills — demonstrate attentive, patient listening when students communicate needs or concerns in a special education classroom.
Instructional materials — prepare, organize, and distribute materials for special education lessons under teacher direction.
Electronic mail and scheduling software — use basic communication and calendar tools to receive daily assignments and duty schedules from supervising staff.

Developing

Mid-level / Established

Individualized student assistance — provide targeted support to students with diverse disabilities, adapting approaches within familiar classroom routines with reduced direct oversight.
Behavior modification programs — implement structured behavior modification plans consistently across classroom and common-area environments, tracking outcomes for teacher review.
Multi-setting student supervision — manage student conduct independently across classrooms, gymnasiums, school yards, and field trips, applying established safety protocols.
Assistive technology support — troubleshoot and configure common assistive devices and software tools to meet individual student accessibility needs in daily school activities.
Sensory and perceptual-motor skill development — apply teacher-specified instructional strategies during sessions designed to improve students' motor coordination, language, or cognitive skills.
Small-group tutoring — facilitate recurring small-group learning sessions, reinforcing lesson concepts and adjusting pacing based on observed student comprehension.
Social skills instruction — teach and model socially acceptable behaviors using established techniques during structured classroom and social activities.
Student progress monitoring — record and summarize behavioral and academic observations using data entry software for review by the supervising special education team.
Coordination with support staff — collaborate routinely with teachers, therapists, and paraprofessionals to align daily support strategies for assigned students.
Multimedia educational software — use interactive and video-based instructional tools to supplement lessons and reinforce learning concepts in a special education setting.

Proficient

Senior / Expert IC

Complex student needs — autonomously assess and respond to a wide range of physical, cognitive, and behavioral challenges across the full school day without routine supervision.
Individualized behavior intervention — design and adapt behavior modification and positive reinforcement strategies for students with varied and non-routine behavioral profiles in inclusive and self-contained settings.
Comprehensive supervision management — independently oversee student safety and conduct across all school environments, including escalated or crisis situations, applying de-escalation and self-control techniques.
Advanced assistive technology integration — evaluate, configure, and train students in using a range of assistive and supportive technologies matched to each student's IEP goals.
Therapeutic regimen co-implementation — partner with psychologists and speech-language pathologists to carry out nuanced therapeutic programs, adjusting delivery based on real-time student response.
Differentiated instructional support — employ specialized educational strategies to address sensory, perceptual-motor, language, and memory development needs across multiple students simultaneously.
Critical problem-solving in instruction — identify learning barriers, generate alternative instructional approaches, and resolve non-routine academic challenges during tutoring and classroom support.
Data-driven progress documentation — compile detailed behavioral and academic progress records using database and project management software to inform IEP reviews and team decisions.
Family and interdisciplinary communication — communicate clearly and empathetically with families and specialist teams via desktop communication and video conferencing tools about student progress.
Policy enforcement and student advocacy — uphold institutional policies while advocating appropriately for student needs and equitable treatment in all school settings.

Advanced

Lead / Principal / Executive

Program-level student support strategy — lead the development and continuous improvement of support frameworks for students with special needs across an entire school or district program.
Paraprofessional staff mentorship — coach, model best practices for, and evaluate emerging and developing teaching assistants, fostering professional growth within the special education team.
Institutional behavior support systems — spearhead school-wide positive behavioral intervention and support initiatives, advising administrators on evidence-based approaches to student conduct.
Assistive technology leadership — evaluate emerging assistive and educational technologies at the organizational level and guide procurement, training, and implementation for special education programs.
Interdisciplinary team coordination — lead cross-functional collaboration among teachers, psychologists, speech-language pathologists, and administrators to align therapeutic and instructional goals for high-need student populations.
IEP process contribution — provide expert observational and functional data that directly informs Individualized Education Program development, modifications, and compliance across caseloads.
Professional learning facilitation — design and deliver training sessions for instructional staff on special education strategies, learning accommodations, and culturally responsive practices.
Data and reporting infrastructure — establish and oversee systematic data collection, tracking, and reporting protocols using database and project management tools to support program accountability.
Crisis intervention and policy leadership — advise administrators on policy revisions related to student behavioral crises, safety procedures, and inclusive practice based on documented field expertise.
Community and stakeholder engagement — represent the special education program in family, community, and district forums, translating complex student needs into accessible information to build broad support.

AI-at-Work Competency Framework

Sources:Anthropic Economic Index Jadhav & Danve, 2026 WEF Skills Taxonomy

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

AI-generated behavior support resources — retrieves pre-made social stories, visual schedules, and reinforcement charts from AI tools to supplement instructor-directed intervention plans, reviewing each for alignment with individual student needs Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Basic IEP accommodation lookup — queries an AI assistant to clarify terminology or locate examples of assistive technology options, then presents findings to the supervising special education teacher for verification.

Developing

Progress note drafting — dictates observations of student behavior and skill development to an AI writing tool, then edits the output for accuracy before submission to the supervising instructor, saving significant documentation time Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Differentiated activity adaptation — directs an AI tool to reformat lesson materials at varied reading levels or sensory-accessibility formats, then manually checks each adaptation against the student's IEP goals Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Communication support preparation — uses an AI assistant to generate scripts and practice prompts for teaching socially acceptable behavior, selecting and sequencing only those the supervising psychologist or therapist has approved 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..

Proficient

Behavior intervention data synthesis — feeds session observation notes into an AI tool to identify behavioral patterns and flag regression trends, then brings the structured summary to the supervising teacher or school psychologist for clinical interpretation 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..
Assistive-technology matching — queries AI databases and research tools to cross-reference a student's disability profile with current assistive device options, curating a shortlist for the supervising team's final selection WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Therapeutic regimen support materials — collaborates with AI to draft step-by-step procedural guides for carrying out approved behavior modification protocols, verifying every step against the clinician's written plan before use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Family communication drafting — uses an AI writing assistant to produce clear, plain-language progress updates for families of students with disabilities, then reviews and personalizes the output to reflect the specific student's week Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..

Advanced

Individualized support plan documentation — orchestrates an AI assistant through the full drafting cycle of supplementary IEP documentation, structured behavior plans, and progress summaries, retaining all clinical judgment and maintaining compliance with IDEA requirements 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..
Cross-disciplinary coordination scaffolding — uses AI tools to consolidate input from speech-language pathologists, occupational therapists, and psychologists into cohesive session briefings, then applies active listening and social perceptiveness to validate the integrated plan with each specialist before student contact 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..
AI tool evaluation for classroom adoption — assesses emerging AI-powered assistive technologies and adaptive learning platforms against the documented needs of the special education caseload, presenting evidence-based recommendations to the supervising teacher and administration WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
Mentored AI-use modeling — coaches newer paraprofessionals in responsible, student-centered use of AI documentation and resource tools, emphasizing the boundaries of AI autonomy within a supervised special education context and the primacy of human relational judgment 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..

Evidence pack

AEI usage: Task observations: 1028
Augment share: 95%
Time saved: 80.8%
AI autonomy: 3.15
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 Index Jadhav & Danve, 2026 WEF Skills Taxonomy

Pathsmith Durable Skills Framework

Sources:Pathsmith Durable Skills O*NET v30.2

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.

1Communication16 statements

Emerging

Student needs identification — uses basic questioning techniques to gather information about a student's immediate needs during 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.
IEP terminology familiarity — begins to interpret written IEP goals and communicates observations about student progress to the supervising teacher using provided vocabulary O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Parent interaction basics — conveys simple updates about a student's daily activities to caregivers using clear, jargon-free language Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Instruction clarification — restates teacher-directed instructions in simplified terms to support student comprehension during lessons O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Behavioral observation reporting — documents and verbally communicates specific student behavioral incidents to special education teachers with accurate detail and appropriate terminology 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.
Augmentative communication support — assists students in using AAC devices or picture exchange systems to express needs and participate in instruction O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Small-group facilitation — guides structured verbal exchanges among students with disabilities during small-group learning activities to reinforce language development O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Multi-audience communication — adjusts explanatory language and tone when addressing students, teachers, and paraprofessional colleagues within the same school day Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Active listening during distress — attends fully to verbal and nonverbal cues from students experiencing emotional dysregulation and reflects understanding to de-escalate situations before intervention 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.
Progress narrative construction — composes written summaries of student skill acquisition and behavioral trends for inclusion in IEP progress reports and team meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Therapeutic instruction delivery — communicates behavioral expectations and reinforcement contingencies clearly during behavior modification sessions under the direction of supervising psychologists O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Cross-disciplinary coordination — relays accurate observational data to speech-language pathologists, occupational therapists, and counselors to support integrated student support plans O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

Communication system modeling — mentors new teaching assistants in implementing evidence-based communication supports, including PECS and social narratives, across classroom environments 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.
Family partnership communication — leads structured conferences with families to explain student progress, IEP accommodations, and home-based reinforcement strategies with clarity and cultural responsiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Assistive technology articulation — advocates effectively in team settings for specific assistive communication technology needs identified through sustained student observation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Inclusive communication modeling — demonstrates adaptive communication strategies that support student voice and self-advocacy across instructional and social contexts within the school 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.

2Leadership13 statements

Emerging

Routine ownership — takes responsibility for executing assigned instructional tasks such as distributing materials, managing assistive devices, and facilitating transitions without prompting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Behavioral expectation reinforcement — consistently enforces classroom rules and school administration policies with students during supervised settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Self-initiated support — identifies when a student is struggling and initiates supportive action within the scope of assigned responsibilities before waiting for teacher direction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Small-group instruction lead — independently leads tutoring sessions for individuals or small groups to reinforce concepts introduced by the supervising teacher, adjusting pacing based on student response O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Crisis response initiation — takes initiative to implement pre-established behavior intervention protocols when a student exhibits unsafe behavior, notifying supervising staff promptly 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.
Peer modeling facilitation — organizes structured peer interaction opportunities to develop students' social skills by guiding inclusive group activities under teacher oversight O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Behavior program co-leadership — carries out behavior modification and personal development programs with fidelity and assumes day-to-day leadership of implementation under the supervision of licensed professionals O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Substitute continuity — maintains consistent instructional routines and behavioral supports for students when the primary special education teacher is absent, ensuring minimal disruption to student progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student advocacy — proactively raises concerns about student safety, unmet accommodation needs, or access barriers with appropriate school personnel through professional channels 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.
Therapeutic regimen stewardship — leads daily execution of therapeutic schedules, coordinating timing and logistics of sensory, motor, and behavioral interventions across the school day O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

Paraprofessional mentorship — guides newly hired teaching assistants in implementing IEP accommodations, behavior supports, and assistive technology protocols within inclusive and self-contained classroom settings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Inclusive practice leadership — champions access and equity for students with disabilities by modeling best practices and influencing team norms around inclusive 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.
Cross-team coordination leadership — takes initiative in coordinating schedules and logistics across general education teachers, therapists, and families to ensure seamless delivery of student support services O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

3Metacognition13 statements

Emerging

Instructional self-assessment — reflects on the effectiveness of a support strategy used with a specific student and identifies what adjustment might improve the outcome Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Learning strategy awareness — recognizes which instructional approaches (e.g., visual aids, repetition, hands-on tasks) appear more effective for individual students and begins to note patterns O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Error recognition — identifies moments when a support technique did not achieve the intended student response and reports observations to the supervising teacher Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Strategy selection reflection — evaluates which of several learned instructional strategies is most appropriate for a student's current IEP goals and cognitive profile before beginning a session Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Self-monitoring during instruction — monitors own delivery pace and emotional tone during tutoring sessions and adjusts in real time to maintain student engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Professional knowledge gap identification — recognizes limits in personal understanding of a student's disability profile and seeks targeted information from supervising professionals 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

Instructional planning self-evaluation — reviews outcomes from prior tutoring or behavioral support sessions to refine planned approaches before the next interaction with a specific student 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.
Bias awareness in behavioral interpretation — examines own assumptions when interpreting student behavior to ensure responses are grounded in data and IEP guidance rather than subjective perception Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Cognitive load monitoring — tracks own attentional capacity during high-demand supervision scenarios and implements deliberate strategies to maintain accuracy and safety Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Feedback integration — systematically incorporates corrective feedback from supervising teachers and therapists into subsequent instructional and behavioral support practices 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

Metacognitive modeling for students — explicitly teaches students with learning disabilities to monitor their own understanding and apply self-checking strategies during academic tasks 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.
Reflective practice leadership — facilitates peer reflection conversations among teaching assistants about instructional effectiveness, helping colleagues examine their own assumptions and approaches Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Long-term growth mapping — maintains a personal record of professional development goals, progress indicators, and strategy adjustments tied to evolving student caseload needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

4Critical Thinking14 statements

Emerging

Behavioral data observation — records specific, observable student behaviors without interpretation, distinguishing between what is seen and what is inferred 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.
IEP goal alignment check — identifies whether a current instructional task is aligned with the goals specified in a student's IEP before proceeding O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Safety risk recognition — identifies potential physical or emotional safety risks in supervised environments and responds according to established protocols O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Behavioral pattern analysis — examines documented behavior records over time to identify antecedents, triggers, and patterns that inform support strategy adjustments 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.
Accommodation effectiveness evaluation — assesses whether an assistive device or environmental modification is producing the intended outcome for a specific student and reports findings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Assumption testing in student support — questions initial interpretations of a student's resistant or disruptive behavior by considering alternative explanations rooted in disability characteristics or unmet needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Instructional differentiation reasoning — evaluates multiple instructional approaches against a student's sensory, cognitive, and behavioral profile to select the most appropriate strategy O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Evidence-based intervention selection — analyzes information from IEPs, observation notes, and therapist guidance to select and apply the most evidence-supported intervention for a student's current challenge 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.
Competing priority resolution — weighs student safety needs, instructional goals, and behavioral plan requirements simultaneously to make sound real-time decisions during complex classroom situations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Progress plateau diagnosis — identifies when a student's skill development has stalled and formulates a reasoned hypothesis about contributing factors to share with the supervising teacher O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Policy application judgment — applies school administration rules to novel student situations by reasoning through the intent of the policy and the specific contextual factors present O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

Systemic barrier identification — identifies patterns across multiple students that suggest structural or programmatic gaps in special education support delivery and proposes data-informed recommendations to leadership Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Inter-professional evidence synthesis — integrates assessment information from psychologists, speech-language pathologists, and occupational therapists to form a comprehensive understanding of a student's support needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Crisis intervention reasoning — evaluates rapidly evolving behavioral crises by weighing multiple risk factors and selecting de-escalation strategies with confidence and precision 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.

5Collaboration14 statements

Emerging

Co-teacher coordination — receives and follows instructional direction from the supervising special education teacher, asking clarifying questions to ensure accurate 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.
Specialist communication initiation — shares basic observational notes with therapists or psychologists when prompted, contributing relevant student information to collaborative discussions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Peer respect in shared spaces — contributes to a respectful and orderly classroom climate by supporting the norms and structures established collaboratively by the instructional team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

IEP team contribution — participates constructively in IEP team meetings by sharing firsthand behavioral and academic observations that inform goal setting and accommodation planning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
General education partnership — coordinates with general education teachers during inclusion activities to ensure students with disabilities receive necessary supports within the broader classroom O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Conflict navigation with students — manages interpersonal friction between students with diverse behavioral profiles during group activities using facilitation and redirection strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Multi-role coordination — aligns daily support actions with the work of speech-language pathologists, occupational therapists, and behavior specialists to ensure integrated service delivery O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Behavior plan co-implementation — collaborates closely with supervising psychologists and behavior specialists to carry out individualized behavior modification programs with consistent fidelity across settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Family collaboration — partners with caregivers in sharing observational data and reinforcing home-school consistency in behavior and learning strategies for students with disabilities 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.
Inclusive co-facilitation — co-facilitates inclusive classroom activities alongside general education teachers, ensuring equitable participation for students with physical, sensory, or cognitive disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Team feedback exchange — engages in reciprocal, constructive feedback with supervising teachers and therapists to continuously improve collaborative support for shared students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Cross-disciplinary team leadership — coordinates collaborative planning sessions among paraprofessionals, teachers, and related service providers to align goals and share effective strategies across a student's full support team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Community partnership facilitation — connects student support planning with community agencies, transition programs, or external specialists to expand resources available to students with disabilities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Collaborative culture building — models inclusive, respectful collaboration practices that strengthen team cohesion and improve collective outcomes for students with diverse needs Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

6Character14 statements

Emerging

Confidentiality adherence — maintains the privacy of student disability information, IEP details, and family circumstances in all verbal and written communications 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.
Consistent rule enforcement — applies classroom and school administration policies equitably and without favoritism across all students in supervised settings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Professional demeanor — maintains a calm, respectful, and appropriate tone when interacting with students, families, and colleagues, even in stressful situations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Ethical boundary maintenance — recognizes and maintains appropriate professional boundaries with students and families, escalating concerns about boundary violations to supervising staff Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Accountability for errors — acknowledges mistakes in implementing a student's behavior plan or accommodation and immediately informs the supervising teacher to correct the course of action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Disability dignity affirmation — interacts with students with disabilities in ways that affirm their dignity, personhood, and capacity, actively avoiding language or actions that diminish student agency 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.
Equity in support delivery — ensures that all assigned students receive attentive, high-quality support regardless of the complexity or nature of their disability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Mandated reporting follow-through — identifies signs of abuse, neglect, or student safety risk and fulfills mandatory reporting obligations with accuracy and without delay O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Professional integrity under pressure — maintains honest reporting of student behavior and progress data even when accurate reporting may be uncomfortable or create additional work Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Cultural responsiveness — approaches student and family interactions with awareness of and respect for cultural, linguistic, and socioeconomic differences that influence behavior and learning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Therapeutic fidelity — implements prescribed therapeutic regimens exactly as specified by supervising professionals, resisting shortcuts that could compromise student outcomes O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Exceeding

Ethical advocacy — raises systemic concerns about inequitable practices or inadequate resources affecting students with disabilities through appropriate institutional channels with courage and persistence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Role modeling integrity — demonstrates consistent professional ethics that serve as a visible standard for newer paraprofessionals and influences the broader team culture Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student agency promotion — consistently structures interactions to build student self-determination and autonomy, upholding the ethical imperative of empowering individuals with disabilities 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.

7Creativity13 statements

Emerging

Material adaptation — modifies standard classroom materials (e.g., enlarging text, adding tactile elements) to make assignments accessible for students with specific sensory or motor needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Engagement problem-solving — generates an alternative approach to re-engage a student who is resistant to a standard instructional format during a tutoring session Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Routine variation — introduces small changes to a familiar task sequence to maintain student motivation while preserving the structure needed for predictability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Sensory-perceptual strategy invention — devises novel hands-on or movement-based learning activities that target sensory-perceptual and motor skill development goals specified in a student's IEP O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Positive reinforcement customization — creates individualized reinforcement menus by identifying unique student motivators and designing creative reward systems that sustain behavioral progress O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Social skills scenario design — develops original role-play scenarios or social stories tailored to a specific student's peer interaction challenges and IEP social skills objectives O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Assistive technology workaround development — devises creative interim solutions when prescribed assistive technology is unavailable, ensuring students retain access to learning activities O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Differentiated instruction design — constructs creative multi-modal instructional sequences that simultaneously address the diverse learning needs of a small group of students with varied disability profiles O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Behavioral intervention reframing — applies creative reframing of a problematic behavior as a skill-building opportunity and designs an original intervention approach for supervisor review Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Environment design innovation — rearranges or adapts the physical classroom environment creatively to reduce sensory overload and improve focus for students with sensory processing 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

Curriculum access innovation — designs and pilots original adaptive learning tools or visual supports that expand access to grade-level content for students with significant cognitive disabilities 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.
Creative peer inclusion design — engineers novel peer interaction structures that authentically include students with severe disabilities in classroom social and academic life Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Practice dissemination — shares original instructional or behavioral support strategies with the broader special education team, contributing creative solutions that improve practice across multiple student cases Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

8Growth Mindset14 statements

Emerging

Challenge acceptance — approaches unfamiliar student disability profiles or new therapeutic protocols with willingness rather than avoidance, seeking guidance from supervisors Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Feedback receptivity — receives corrective feedback from supervising teachers about instructional or behavioral support delivery without defensiveness and makes noted adjustments 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.
Effort orientation — attributes student progress gains to consistent effort in applying support strategies rather than fixed student ability ceilings Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Setback reframing — when a student's behavior plan produces limited results, treats the outcome as information for strategy refinement rather than evidence of personal failure Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Professional development engagement — actively seeks out training opportunities, readings, or peer learning experiences related to specific student disability needs outside of required hours 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.
Skill stretch in unfamiliar domains — volunteers to support students with disability profiles outside prior experience, using it as a deliberate opportunity to expand competence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student persistence cultivation — uses explicit praise and encouragement strategies to reinforce students' effort and persistence during challenging academic or behavioral tasks O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Continuous improvement cycle — systematically reviews student outcome data after each instructional unit and uses findings to set personal improvement goals for subsequent 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.
Complex case resilience — sustains high-quality, consistent support for students with the most challenging behavioral and learning profiles without reducing effort due to slow visible progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Supervision feedback integration — proactively solicits feedback from supervising teachers and therapists after new protocol implementations and translates input into actionable practice changes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student growth mindset instruction — explicitly teaches students to interpret academic and behavioral setbacks as opportunities to strengthen skills rather than reflections of fixed limitations 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

Learning culture contribution — influences team norms toward continuous improvement by openly sharing personal learning experiences, including failures and the strategies that followed Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Long-term student investment — maintains committed, persistent support for students who show minimal measurable progress over extended periods, demonstrating unwavering belief in student potential 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.
Mentored growth facilitation — coaches newer teaching assistants to adopt growth-oriented responses to student setbacks and professional challenges, building team-wide resilience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

9Mindfulness14 statements

Emerging

Present-moment student focus — directs full attention to the student being supported during instruction rather than splitting focus between tasks, ensuring quality one-on-one interaction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Emotional state awareness — recognizes personal emotional reactions (frustration, anxiety) arising during challenging student behavior situations and pauses before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sensory environment monitoring — notices changes in classroom sensory conditions (noise, crowding, lighting) that may affect students' regulatory states and adjusts support accordingly O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Developing

Behavioral signal attunement — detects early nonverbal indicators of student dysregulation (tense posture, avoidance, repetitive movement) before escalation occurs and initiates proactive support 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.
Intentional pacing — slows instruction delivery deliberately when student engagement signals indicate cognitive overload, creating space for processing before continuing 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.
Cafeteria and transition vigilance — maintains focused, calm attention across high-stimulation environments such as cafeterias, hallways, and field trips to ensure student safety and behavioral support O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Stress self-regulation — applies personal regulation strategies (controlled breathing, brief grounding) during high-demand supervision periods to maintain composure and professional effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Applying

Therapeutic presence — brings consistent, grounded presence to interactions with students in crisis or acute distress, demonstrating calm attentiveness that supports co-regulation 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.
Intentional reinforcement delivery — delivers positive reinforcement with deliberate attention to timing, tone, and student readiness rather than applying it automatically or mechanically O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Supervisory attunement — simultaneously monitors multiple students across a classroom or outdoor setting with sustained, distributed attention, detecting risk and need without losing situational 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.
Mindful transition support — guides students with disabilities through environmental transitions using calm, predictable, intentional communication that anticipates regulatory challenges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Co-regulation expertise — models advanced emotional co-regulation techniques with acutely dysregulated students, demonstrating a mindful, attuned approach that reduces escalation and restores safety 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.
Mindful team presence — contributes to a regulated, attentive team climate by maintaining visible calmness and intentionality during high-stress school events or behavioral crises Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Student mindfulness skill building — introduces age- and ability-appropriate mindfulness practices (breathing exercises, sensory grounding) to students as components of self-regulation skill development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

10Fortitude14 statements

Emerging

Routine persistence — maintains consistent daily implementation of student support routines even when progress is slow, unclear, or unacknowledged Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Emotional containment — remains composed and task-focused when students exhibit aggressive, self-injurious, or highly disruptive behaviors during supervised 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.
Uncertainty tolerance — continues providing structured support to a student even when the most effective approach is unclear, following established protocols while seeking guidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Developing

Behavioral escalation endurance — sustains calm, consistent application of behavior intervention protocols through prolonged student behavioral escalation without abandoning the strategy prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
High-need student sustained commitment — maintains full engagement and care quality with students who exhibit the most demanding behavioral and physical support needs across a full school day Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Repeated setback recovery — returns to instructional and behavioral support work with renewed focus after recurring student resistance or intervention failure without reducing commitment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Physically demanding environment resilience — performs physically intensive support tasks (repositioning, mobility assistance, therapeutic exercise) consistently across a demanding work schedule O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.

Applying

Long-arc progress investment — sustains patient, persistent support for students with significant developmental delays whose IEP progress is measured in very small increments over months or years 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.
Crisis aftermath return — re-engages professionally and compassionately with a student following a serious behavioral crisis, restoring the trust and routine that supports continued progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Institutional adversity navigation — continues delivering high-quality student support amid resource constraints, staff shortages, or inadequate administrative support without compromising student care Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Ambiguity management — operates effectively in situations where supervisory direction is incomplete or contradictory, making sound, student-centered decisions with available information Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.

Exceeding

Vicarious trauma resilience — maintains psychological stability and professional effectiveness over extended periods of exposure to student trauma histories and severe behavioral presentations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Team morale anchoring — provides steadying influence to colleagues during periods of institutional stress, modeling persistent, purposeful commitment to student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Systemic advocacy persistence — pursues advocacy for improved student resources, staffing, or policy changes over extended timeframes despite institutional resistance or slow results 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.

Sources:Pathsmith Durable Skills O*NET v30.2

Show O*NET source anchors50 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles

Assistant Instructor · Basic Skills Improvement Program Instructional Aide (BSIP Instructional Aide) · Classroom Paraprofessional · Co-Teacher · Early Childhood SPED PARA (Early Childhood Special Education Paraprofessional) · Education Support Professional · Educational Assistant · Paraeducator · Paraprofessional (Para) · Special Needs Para (Special Needs Paraprofessional) · Special Programs Instructional Assistant · Specialized Programs TA (Specialized Programs Teacher Assistant)

RAPIDS apprenticeships

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O*NET skills

Active ListeningSpeakingSocial PerceptivenessService OrientationReading ComprehensionLearning StrategiesMonitoringInstructingCritical ThinkingWritingCoordinationPersuasionComplex Problem SolvingActive Learning

Knowledge domains

English LanguagePsychology

Abilities

Oral ComprehensionOral ExpressionProblem SensitivitySpeech RecognitionSpeech ClarityNear VisionWritten ComprehensionDeductive ReasoningInformation OrderingFluency of Ideas

Work styles

CooperationDependabilityEmpathyOptimismSocial OrientationSelf-Control

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

Provide assistance to students with special needs.
Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
Enforce administration policies and rules governing students.

CIP education codes

13.010113.100113.121013.150113.159919.070642.2814