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Teaching Assistants, Postsecondary

SOC 25-9044.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary teaching assistant practice in university and college settings, spanning undergraduate course instruction, assessment design, laboratory facilitation, student mentoring, and instructional technology use across all career stages from supervised entry to departmental leadership.

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. Undergraduate course content — deliver introductory lectures under faculty supervision in a university classroom setting.
  2. Examinations and assignments — grade and record student scores using established rubrics provided by the supervising instructor.
  3. Discussion sections and laboratory sessions — facilitate structured activities by following pre-designed lesson plans in a postsecondary lab or seminar room.
  4. Supplementary course notes and visual aids — prepare draft teaching materials according to faculty specifications for an undergraduate course.
  5. Class work submission procedures — communicate assignment instructions and deadlines to students clearly during scheduled course meetings.
  6. Graded assignments — return evaluated work to students within deadlines set by the supervising faculty member.
  7. Examination proctoring — administer and monitor in-person or online tests in accordance with departmental academic-integrity protocols.
  8. Students requiring additional support — provide individual tutoring sessions by reinforcing core concepts covered in the course curriculum.
  9. Word processing and office suite software — produce course documents such as answer keys and handouts for distribution in undergraduate classes.
  10. Student questions and concerns — respond with active listening and empathy during office hours at a postsecondary institution.
Developing
Mid-level / Established
  1. Undergraduate course sections — teach scheduled classes with reduced faculty oversight, adapting pacing to observed student comprehension levels.
  2. Grading workflows for papers and exams — evaluate student work independently and apply consistent analytical criteria across a full roster.
  3. Discussion and laboratory sections — lead inquiry-based activities that connect theoretical content to practical applications in a discipline-specific lab environment.
  4. Course syllabi and web-based resources — develop structured teaching materials including learning objectives and course websites for undergraduate use.
  5. Assignment submission procedures — design and communicate clear written and verbal instructions for lab reports and multi-stage projects.
  6. Graded assignments and feedback — return assessed work on schedule while providing written commentary that guides student improvement.
  7. Examination preparation — draft exam questions aligned to course learning objectives and coordinate logistics with the supervising faculty member.
  8. At-risk students — identify learning difficulties through ongoing monitoring and deliver targeted mentoring sessions within a postsecondary advising context.
  9. Analytical and spreadsheet software — organize and analyze grade data to track student performance trends across a semester.
  10. Course delivery challenges — apply learning strategies and problem-solving skills to adapt instructional methods when standard approaches prove ineffective.
Proficient
Senior / Expert IC
  1. Undergraduate courses — teach autonomously across the full scope of an introductory or intermediate course, managing all instructional decisions independently.
  2. Complex grading and assessment — evaluate nuanced student work such as research papers and original analyses using self-developed rubrics in a university department.
  3. Discussion, tutorial, and laboratory sections — design and facilitate high-level sessions that promote critical thinking and discipline-specific inquiry without faculty direction.
  4. Comprehensive teaching materials — author complete syllabi, visual aids, supplementary notes, and multimedia course websites tailored to diverse undergraduate learners.
  5. Assignment and lab report protocols — produce and revise detailed written instructions that address non-routine student questions and edge cases in submission requirements.
  6. Timely return of assessed work — manage complex grading timelines across multiple course sections while maintaining accuracy and constructive feedback quality.
  7. Examination development and proctoring — construct, validate, and administer exams—including proctoring accommodations—in compliance with institutional academic-integrity standards.
  8. Student mentoring — provide sustained academic coaching for students facing complex learning challenges, drawing on advanced knowledge of learning strategies and social perceptiveness.
  9. Information retrieval and computer-based training software — integrate digital tools into course design to enhance self-directed learning for postsecondary students.
  10. Instructional problems — apply independent judgment and critical thinking to resolve pedagogical issues—such as content gaps or assessment misalignment—within an undergraduate program.
Advanced
Lead / Principal / Executive
  1. Instructional frameworks and teaching philosophies — establish departmental standards for undergraduate pedagogy, guiding junior teaching assistants in course design and delivery.
  2. Assessment systems — lead the design of program-wide grading policies and evaluation criteria that align with learning outcomes across multiple undergraduate courses.
  3. Discussion section and laboratory curricula — innovate evidence-based instructional models for large-enrollment courses, sharing best practices with faculty and TA teams.
  4. Teaching material repositories — direct the development and curation of shared syllabi, digital resources, and course toolkits adopted across a postsecondary department.
  5. TA onboarding and professional development — mentor and train cohorts of new teaching assistants in instructional methods, academic-integrity protocols, and student-support strategies.
  6. Examination and assessment quality — lead program-level review of exam validity, grading consistency, and academic-integrity enforcement across a postsecondary institution.
  7. Strategic student support initiatives — design and oversee tutoring and mentoring programs that address systemic equity gaps in undergraduate learning outcomes.
  8. Cross-disciplinary instructional technology integration — champion the adoption of analytical, OCR, and computer-based training software to modernize course delivery at the institutional level.
  9. Scholarly and pedagogical inquiry — contribute original research on teaching effectiveness and learning strategies, informing curriculum policy at the department or college level.
  10. Departmental coordination and collaboration — lead cross-functional teams of faculty, TAs, and academic advisors to align instructional goals with institutional academic mission and accreditation standards.

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 grading feedback — uses an LLM to generate draft written comments on routine assignments, then reviews each comment for accuracy and fairness before posting grades Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Course material drafting — prompts an AI tool to produce first-draft answer keys or supplementary notes, then edits the output against the course textbook and instructor guidance 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. Discussion section preparation — directs an AI assistant to summarize assigned readings and generate discussion questions, then selects and refines the questions based on students' demonstrated 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. Rubric construction — uses an LLM to draft scoring rubrics for essays or lab reports, then stress-tests the criteria against borderline student samples before adoption Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  3. Student communication drafting — delegates the writing of procedural announcements and syllabus language to an AI tool, then edits for institutional tone and accuracy Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Batch grading workflow — structures a reproducible AI-assisted pipeline for evaluating large sets of short-answer or multiple-choice responses, reserving all final grade decisions and grade-change judgments for human review Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. Differentiated instructional materials — instructs an AI agent to produce multiple versions of explanatory notes at varying complexity levels, then curates the set to match the actual range of student preparation observed in section WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Reading comprehension scaffolding — leverages AI-generated concept maps and glossaries to support students encountering dense primary texts, while personally facilitating the analytical discussion those tools cannot lead 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..
  4. Learning strategy coaching — uses AI-synthesized study guides as a baseline, then coaches individual students on metacognitive strategies tailored to their specific performance patterns — a judgment step AI tools do not perform Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Advanced
  1. AI workflow design for instructional teams — architects grading-assistance and material-production pipelines that other TAs and instructors adopt, embedding quality-control checkpoints that enforce pedagogical standards throughout 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..
  2. Critical evaluation of AI-generated pedagogy — audits AI-produced instructional content for disciplinary accuracy, equity implications, and alignment with course learning outcomes, and establishes documented correction procedures when the tools produce plausible but incorrect explanations Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Human-AI task boundary governance — defines, for a course or department, which instructional tasks are delegated to AI tools and which require direct human facilitation, grounding those decisions in measured time-savings data and student outcome evidence 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: 1537
Augment share: 95%
Time saved: 85.2%
AI autonomy: 3.17
SAFI positioning
Top skill: Reading Comprehension
Score: 45.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.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.

1Communication9 statements
Emerging
  1. Course procedure explanation — conveys assignment submission requirements and lab report formatting to undergraduate students using clear, step-by-step verbal instructions 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. Discussion facilitation — introduces discussion section topics using prepared talking points while monitoring student comprehension O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional clarity — adjusts explanation of complex mathematical or scientific concepts in real time based on student confusion signals during tutorial sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Written feedback delivery — composes specific, actionable written comments on graded assignments that direct students toward measurable 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.
Applying
  1. Lecture delivery — presents undergraduate course content through structured, audience-calibrated explanations that accommodate varying prior knowledge levels within the same section Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Course material writing — authors syllabi, supplementary notes, and answer keys using precise academic language appropriate to discipline and student level O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Tutoring dialogue — elicits student misconceptions through targeted Socratic questioning during one-on-one mentoring sessions to diagnose learning gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Multi-modal communication design — develops course websites, visual aids, and multimedia resources that translate disciplinary expertise into accessible instructional content for diverse undergraduate audiences 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-audience translation — shifts register fluidly between faculty-level academic discourse and student-facing instructional language within the same instructional setting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
2Leadership8 statements
Emerging
  1. Section facilitation — manages the flow of assigned discussion or laboratory sections by establishing expectations and keeping activities on schedule 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. Procedural guidance — directs students through exam preparation and proctoring logistics, taking ownership of the testing environment O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Student accountability — enforces submission deadlines and grading policies consistently, modeling professional standards for academic responsibility Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Peer mentorship initiation — identifies students who need additional instruction and proactively arranges tutoring or mentoring without waiting for faculty direction 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. Instructional ownership — takes full responsibility for planning, delivering, and assessing undergraduate course sections independently within faculty-established parameters 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. Classroom culture setting — establishes inclusive, intellectually rigorous norms in discussion sections that encourage participation from reticent students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Curriculum co-leadership — collaborates with supervising faculty to redesign instructional materials and assessment strategies, influencing course direction beyond assigned duties 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. TA community leadership — mentors incoming teaching assistants on effective section facilitation, grading calibration, and student support practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Self-monitoring in instruction — recognizes when a personal explanation of a concept has not landed and pauses to reformulate before re-delivering Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Grading self-review — checks own scoring against answer keys and rubrics to identify inconsistencies before returning assignments to students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Teaching strategy reflection — evaluates which facilitation approaches generated the most student engagement in prior sections and adjusts planning for future sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Knowledge boundary awareness — accurately identifies the limits of own disciplinary expertise and directs students to appropriate faculty or resources when questions exceed competence Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Instructional planning audit — systematically reviews lesson plans, visual aids, and discussion prompts against stated learning objectives before each section to close alignment gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback integration — analyzes student performance patterns across graded work to diagnose recurring instructional gaps in own teaching and redesigns explanations 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.
Exceeding
  1. Metacognitive modeling — explicitly demonstrates self-monitoring and error-correction processes to students during tutoring sessions, teaching them to regulate their own 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.
  2. Longitudinal teaching portfolio — maintains reflective documentation of evolving instructional strategies, student outcome data, and self-assessments to guide continuous professional growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking8 statements
Emerging
  1. Answer key analysis — examines provided answer keys critically to anticipate student misunderstandings before grading or leading review sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student error identification — distinguishes conceptual misunderstandings from procedural errors when evaluating examination responses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Rubric application — applies grading criteria consistently across a set of student papers, evaluating argument quality and evidence use against established standards 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. Discussion prompt design — constructs discussion questions that require students to evaluate evidence and identify assumptions rather than recall facts 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. Student reasoning evaluation — assesses the logical structure of student arguments in written assignments and provides targeted feedback on inferential gaps and unsupported claims Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Instructional problem diagnosis — analyzes patterns in student assessment data to determine whether low performance reflects instructional delivery, material difficulty, or assessment design flaws 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. Assessment validity critique — evaluates whether examination items and assignments accurately measure intended learning outcomes and proposes evidence-based revisions to supervising faculty 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. Complex problem facilitation — guides students through multi-step, ambiguous problems in tutorial sections by modeling systematic evidence evaluation and reasoned judgment formation 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.
5Collaboration8 statements
Emerging
  1. Faculty coordination — communicates assignment deadlines, student concerns, and grading questions to supervising faculty in a timely and organized manner 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. Co-TA cooperation — coordinates with other teaching assistants to ensure consistent grading standards and equitable student experiences across parallel sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student group facilitation — structures and monitors collaborative student activities in laboratory or discussion sections, intervening constructively when group dynamics impede progress 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. Interdepartmental resource navigation — connects students with tutoring centers, writing labs, and accessibility services by maintaining active relationships with support staff 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. Grading calibration collaboration — participates in norming sessions with faculty and peer TAs to align scoring judgments across large undergraduate courses 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. Co-instruction partnership — co-teaches course segments with supervising faculty, contributing disciplinary knowledge and student insight to shared instructional planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-disciplinary instructional design — collaborates with TAs and faculty from adjacent disciplines to develop integrated assignments that address learning objectives spanning multiple knowledge domains Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student success coalition — builds sustained collaborative relationships with academic advisors, counselors, and faculty to coordinate wrap-around support for at-risk undergraduate students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character8 statements
Emerging
  1. Deadline adherence — returns graded assignments to students within established timelines, demonstrating reliability and respect for student planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Academic integrity enforcement — proctors examinations with impartiality and enforces academic honesty policies without bias or favoritism 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. Confidentiality maintenance — handles student grade records, personal disclosures, and academic performance data with strict discretion in compliance with institutional policy 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. Equitable grading practice — applies rubrics uniformly across all student submissions, actively monitoring for bias introduced by prior performance expectations or personal familiarity 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. Power dynamic accountability — maintains professional boundaries in the TA-student relationship, recognizing the ethical responsibilities inherent in evaluative authority over students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Transparent communication — informs students promptly and honestly when grading timelines, course procedures, or section content change, explaining the reasons clearly 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. Ethical advocacy — identifies and raises concerns about inequitable course policies, inaccessible materials, or assessment practices that disadvantage student subgroups, and proposes corrective alternatives to faculty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Integrity modeling — demonstrates consistent alignment between stated instructional values and daily professional conduct, establishing credibility that students and faculty reference as a professional standard Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity8 statements
Emerging
  1. Visual aid adaptation — modifies existing diagrams, slides, or charts to better illustrate disciplinary concepts for a specific undergraduate audience 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. Discussion prompt variation — generates alternative discussion questions when initial prompts fail to spark student engagement during section Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Supplementary material creation — designs original supplementary notes and worked examples that approach textbook concepts from angles not covered in the primary course materials 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. Analogical explanation — invents novel analogies and real-world scenarios to make abstract mathematical or theoretical concepts tangible for students encountering them for the first 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.
Applying
  1. Active learning design — creates interactive laboratory exercises and discussion activities that move beyond passive content delivery to engage students in experiential knowledge construction 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. Digital course resource development — builds original course websites and multimedia instructional content that present disciplinary material through formats that enhance retention and accessibility 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. Innovative assessment authorship — designs novel examination and assignment formats that authentically assess complex competencies while reducing opportunities for superficial performance 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. Pedagogical experimentation — pilots experimental instructional approaches in own sections, documents outcomes systematically, and shares evidence-based findings with the broader teaching team Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
8Growth Mindset8 statements
Emerging
  1. Feedback receptivity — incorporates supervisor and peer feedback on section facilitation into subsequent teaching sessions without defensiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficulty acknowledgment — recognizes and names specific instructional challenges encountered during tutorials or discussions as starting points for improvement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Student struggle reframing — communicates to struggling students that persistent effort and strategic revision are pathways to mastery in the discipline, modeling a growth-oriented stance 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. Skill gap pursuit — proactively seeks out pedagogical training, disciplinary workshops, or writing center resources to address identified weaknesses in own instructional repertoire Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Iterative material refinement — revises syllabi, visual aids, and course exercises each term based on student outcome data and reflective analysis of prior instructional effectiveness Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Setback persistence — continues developing and delivering quality instruction in sections with low engagement or difficult group dynamics without abandoning effort or lowering standards Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Growth culture cultivation — systematically embeds growth mindset language and practices into graded feedback, discussion facilitation, and tutoring interactions, shifting students' beliefs about their own academic capacity 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 learning leadership — initiates reading groups, peer observation exchanges, or teaching improvement workshops among graduate TAs to build a shared culture of instructional growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness8 statements
Emerging
  1. Classroom presence — maintains sustained attentiveness to student body language and participation signals during discussion sections rather than focusing solely on content delivery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Emotional regulation in grading — manages frustration or impatience when reviewing low-quality student work to ensure evaluative fairness is preserved Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Real-time attention management — redirects own attention deliberately when distracted during office hours or tutoring sessions to ensure full engagement with the student's expressed need Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student distress recognition — notices behavioral cues indicating student anxiety, confusion, or disengagement during instruction and responds with intentional, calibrated 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.
Applying
  1. Paced instructional delivery — regulates speaking pace, pause frequency, and question timing during undergraduate lectures to create cognitive space for student processing and comprehension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. High-stakes environment composure — maintains calm, organized demeanor while proctoring examinations or managing logistically complex laboratory sections under time pressure 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. Intentional feedback presence — conducts one-on-one tutoring and grade review conversations with full present-moment attentiveness, distinguishing student emotional state from academic content to respond to both with 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.
  2. Section climate stewardship — monitors and intentionally shapes the emotional and cognitive climate of discussion sections across an entire term, intervening mindfully when group dynamics threaten psychological safety or intellectual rigor Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude8 statements
Emerging
  1. Workload endurance — maintains grading quality and instructional preparation standards while managing simultaneous demands of own graduate coursework and teaching responsibilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficult question tolerance — sustains composure and continues facilitating when undergraduate students ask questions that exceed prepared content, responding with transparent uncertainty rather than avoidance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Resistant classroom navigation — persists in facilitation efforts when undergraduate sections exhibit low participation, hostility, or disengagement, trying multiple re-engagement strategies before escalating Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Criticism resilience — receives critical evaluation of instructional performance from supervising faculty and applies it constructively without withdrawing effort or reducing instructional ambition Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained mentorship commitment — continues providing structured tutoring and individualized support to persistently struggling students across multiple sessions without reducing investment or lowering expectations 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 ambiguity endurance — operates effectively in the ambiguous boundary between student and instructor identity, navigating peer-faculty dynamics and institutional pressures with sustained professional stability Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Systemic barrier confrontation — advocates persistently for at-risk students when institutional processes, inaccessible materials, or departmental policies create inequitable barriers to academic success Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Long-term instructional resilience — sustains high-quality, innovative teaching performance across multiple terms and under evolving course demands, institutional changes, and personal adversity without significant degradation of student outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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 anchors53 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Classroom Assistant · College Assistant · College Biology Teaching Assistant (College Biology TA) · Exam Proctor · Faculty Research Assistant · Graduate Assistant · Graduate Fellow · Graduate Research Assistant · Graduate Student · Graduate Student Instructor (GSI) · Graduate Teaching Assistant (GTA) · Graduate Teaching Associate
RAPIDS apprenticeships
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O*NET skills
Reading ComprehensionActive ListeningInstructingSpeakingLearning StrategiesWritingService OrientationComplex Problem SolvingSocial PerceptivenessCoordinationCritical ThinkingMonitoringActive LearningJudgment and Decision MakingTime Management
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsMathematics
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionNear VisionSpeech RecognitionFluency of IdeasOriginalityProblem Sensitivity
Work styles
DependabilityOptimismCooperationSocial OrientationEmpathyIntellectual Curiosity
Technology
Graphics or photo imaging softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareAnalytical or scientific softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite software
Tasks · seed anchors for statements
  1. Teach undergraduate-level courses.
  2. Evaluate and grade examinations, assignments, or papers, and record grades.
  3. Lead discussion sections, tutorials, or laboratory sections.
  4. Develop teaching materials, such as syllabi, visual aids, answer keys, supplementary notes, or course Web sites.
  5. Inform students of the procedures for completing and submitting class work, such as lab reports.
  6. Return assignments to students in accordance with established deadlines.
  7. Prepare or proctor examinations.
  8. Tutor or mentor students who need additional instruction.
CIP education codes
13.1599

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.