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Teaching Assistants, All Other

SOC 25-9049.00Job Zone —v.26.05

Context coveredThis framework covers teaching assistant practice in post-secondary and vocational educational settings, spanning lecture delivery, course material development, student assessment, and classroom facilitation across undergraduate and graduate contexts.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and handout templates — reproduce and distribute under direct instructor supervision in a classroom or lab setting.
  2. Homework assignments and reading materials — locate and organize following established course guidelines provided by the lead instructor.
  3. Basic lecture notes on assigned topics — prepare and present to small student groups under close faculty guidance.
  4. Student written work and quizzes — collect, sort, and apply a provided rubric to grade routine assignments with supervisor review.
  5. Classroom discussions — assist in opening and closing sessions by posing pre-written prompts supplied by the lead instructor.
  6. Word processing and office suite software — use to format course documents and correspondence according to departmental templates.
  7. Student questions during class — listen actively and refer complex inquiries to the supervising instructor in real time.
  8. Email communications to enrolled students — draft and send routine announcements using approved language under instructor approval.
  9. Attendance records and grade logs — enter data accurately into spreadsheet software following established departmental procedures.
  10. Classroom behavioral norms — observe and reinforce consistently by following the conduct policies set by the lead instructor.
Developing
Mid-level / Established
  1. Undergraduate lecture segments on assigned subject matter — prepare and deliver with minimal oversight in a college or vocational classroom.
  2. Student assignments and papers — evaluate and record grades using course rubrics, providing brief written feedback without requiring supervisor sign-off.
  3. Classroom discussions on course topics — facilitate and moderate with growing confidence, redirecting off-topic contributions to keep sessions productive.
  4. Course materials including syllabi and homework sets — draft and revise independently, aligning content with learning objectives for the term.
  5. Analytical or scientific software tools — introduce to students during lab or tutorial sessions to support data interpretation tasks.
  6. Differentiated instructional strategies — select and apply based on observed student learning needs across familiar lesson types.
  7. Student comprehension of reading assignments — assess through targeted questioning during class, adjusting pacing when gaps are identified.
  8. Routine correspondence and grading records — manage using electronic mail and spreadsheet software to maintain accurate, up-to-date course documentation.
  9. Small-group study sessions — plan and lead to reinforce lecture content, drawing on active listening to identify persistent misconceptions.
  10. Critical thinking exercises embedded in assignments — design at a basic level to encourage students to move beyond recall toward analysis.
Proficient
Senior / Expert IC
  1. Full-term undergraduate course lectures — plan, develop, and deliver autonomously across a complete semester in a post-secondary instructional environment.
  2. Complex student work including research papers and projects — evaluate comprehensively using self-developed rubrics, providing detailed, constructive written feedback.
  3. High-level classroom discussions on nuanced or controversial topics — initiate, facilitate, and moderate to deepen student engagement and critical reasoning.
  4. Comprehensive course materials — design from the ground up, including syllabi, reading lists, assignments, and assessment tools aligned to program outcomes.
  5. Learning strategy adjustments — implement proactively in response to assessment data, accommodating diverse learner needs across an entire course section.
  6. Web platform and analytical software — integrate into course delivery to enhance student learning and support research skill development.
  7. Student academic performance trends — analyze using spreadsheet and grade-book tools, identifying at-risk learners and recommending targeted interventions.
  8. Oral and written communication with students, faculty, and administrators — manage professionally across all channels to support smooth course operations.
  9. Deductive reasoning tasks — model explicitly during lecture and discussion to scaffold students' development of logical argument skills.
  10. Interdisciplinary connections across knowledge domains — draw on mathematics, psychology, and subject-area expertise to enrich instructional content for diverse student audiences.
Advanced
Lead / Principal / Executive
  1. Departmental instructional standards and curriculum frameworks — develop and lead adoption across multiple course sections or program areas within the institution.
  2. Peer teaching assistants and junior instructors — mentor, coach, and formally evaluate to build a high-performing instructional support team.
  3. Program-wide assessment strategies — design and oversee, ensuring grading practices and student feedback systems are consistent, equitable, and aligned to accreditation standards.
  4. Institutional course material repositories and shared resource libraries — establish and curate so that instructional staff across the department can access quality-vetted content.
  5. Advanced pedagogical models and learning strategy frameworks — champion and implement institution-wide, driving improvement in student outcomes across diverse populations.
  6. Technology integration roadmaps for instructional tools — lead evaluation, selection, and training rollout of word processing, web platform, and analytical software solutions.
  7. Cross-functional collaboration with academic departments, administration, and external partners — facilitate to align instructional goals with broader institutional and industry priorities.
  8. Data-driven reporting on student learning outcomes — synthesize and present to academic leadership to inform resource allocation and program improvement decisions.
  9. Professional development workshops and instructional training programs — design and deliver for faculty and staff, elevating overall teaching quality across the organization.
  10. Ethical and inclusive classroom culture standards — champion and embed into departmental policy, ensuring integrity, cooperation, and social orientation are modeled at every instructional level.

AI-at-Work Competency Framework

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

Authoritative source data identified for 998 occupations

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

Emerging
  1. AI-assisted material drafting — uses an AI tool to generate first drafts of homework assignments and handouts, then reviews and adjusts content for accuracy and course alignment Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic grading support — submits student written responses to an AI assistant for initial feedback summaries, then independently assigns final grades and comments Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Lecture content preparation — directs an AI tool to outline lecture topics and suggest examples for undergraduate or graduate course material, then refines the output to match learning objectives 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. Discussion facilitation scaffolding — generates AI-produced discussion prompts and question sequences as a starting point, then adapts them in real time to respond to actual classroom dynamics Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  3. Syllabus construction — delegates structural formatting and boilerplate course policy language to an AI assistant, retaining full authorship of learning outcomes and assessment criteria Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Differentiated assignment design — instructs an AI tool to produce varied versions of assignments targeting different skill levels, then evaluates each variant for pedagogical soundness before distribution Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Formative feedback generation — routes batches of student submissions through an AI assistant to produce draft written feedback, then edits for specificity and pedagogical tone before returning work to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Active listening gap analysis — uses AI-generated transcripts or summaries of recorded discussions to identify participation gaps, then adjusts facilitation strategies for subsequent sessions 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 alignment — prompts an AI tool to map course content to evidence-based learning strategy frameworks, then integrates selected strategies into instructional planning Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Instructional quality audit — directs an AI agent to cross-analyze course materials, grading rubrics, and student performance data for alignment gaps, then synthesizes findings into targeted curriculum revisions Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
  2. AI autonomy governance — defines the boundary between AI-handled tasks (e.g., draft feedback, resource curation) and instructor-owned decisions (e.g., final grades, discussion moderation), and trains newer TAs to operate within that boundary Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Adaptive course iteration — orchestrates a workflow in which AI tools continuously summarize student performance signals and surface recommended instructional adjustments, while the TA retains sole authority over pedagogical judgment calls 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: 3264
Augment share: 95%
Time saved: 83.6%
AI autonomy: 2.91
SAFI positioning
Top skill: Speaking
Score: 48.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.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.

1Communication16 statements
Emerging
  1. Student explanation attempts — introduces foundational concepts using basic vocabulary during small-group 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. Verbal instruction delivery — reads prepared scripts or notes aloud when presenting homework assignment directions to students O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Active listening basics — attends to student questions during office hours and paraphrases responses before answering Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Written feedback drafts — writes brief, surface-level comments on student assignments using instructor-provided rubrics 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. Concept clarification — restates lecture material in alternative terms when students signal confusion during classroom discussion facilitation 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 prompting — poses open-ended questions to undergraduate students to sustain participation during seminar sessions O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Assignment communication — drafts clear homework assignment sheets and handouts that align language complexity to student reading level O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Multimodal delivery — selects spoken, written, or visual formats to convey instructional content based on observed student comprehension Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Lecture delivery — presents organized, well-paced lectures on subject-area topics such as mathematics or financial accounting to undergraduate students with minimal reference to notes O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback articulation — writes evaluative comments on student papers that distinguish content understanding from writing quality and suggest specific revision strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Discussion moderation — initiates, facilitates, and redirects classroom discussions to maintain academic focus and equitable participation across diverse student groups O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Cross-audience communication — adjusts register and technical vocabulary fluidly when addressing students, supervising faculty, and administrative staff in the same workday Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Instructional scaffolding communication — designs and delivers differentiated explanations that bridge prior knowledge to new content across varied student proficiency levels 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. Mentor-level feedback — produces written and verbal feedback on student work that models scholarly reasoning, not merely correcting errors but illuminating disciplinary thinking Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Course material authorship — independently authors syllabi, lecture outlines, and assignment sequences that communicate course objectives and expectations with precision and coherence O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Communication coaching — models and explicitly teaches academic discussion norms, argumentation structure, and disciplinary writing conventions to student cohorts 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.
2Leadership16 statements
Emerging
  1. Classroom presence — takes initiative to maintain a productive learning environment by redirecting off-task behavior during small-group activities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Task ownership — accepts assigned grading or preparation duties and completes them without requiring repeated follow-up from supervising instructors Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Peer encouragement — verbally reinforces student effort during tutoring sessions to build confidence in struggling learners Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Role modeling — demonstrates attentive, respectful behavior in the classroom that sets a visible standard for student conduct Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Discussion leadership — takes charge of seminar discussions in the supervising instructor's absence, keeping conversation productive and on-topic O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Student accountability — establishes consistent expectations for assignment submission and participation within assigned sections Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Instructional initiative — identifies gaps in prepared course materials and proposes supplementary handouts or activities to the lead instructor 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.
  4. Mentorship beginnings — offers structured academic guidance to individual students who seek support beyond graded feedback Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Section management — leads recitation or lab sections autonomously, making real-time instructional decisions that reflect course goals and student needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Grade integrity leadership — upholds fair and consistent evaluation standards across a student cohort and communicates grading rationale transparently Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Collaborative course contribution — takes responsibility for designated segments of course design, including assignment creation and assessment criteria, in partnership with faculty O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Student advocacy — proactively identifies students at academic risk and coordinates with faculty or academic support services on their behalf Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Instructional team leadership — coordinates workflows among multiple teaching assistants in a large course, ensuring consistent instruction quality and grading alignment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Curriculum co-leadership — partners with supervising faculty to redesign course sequences, contributing expert knowledge of student learning barriers observed across multiple semesters Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Peer TA development — mentors newer teaching assistants by modeling effective discussion facilitation, feedback practices, and classroom management strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Departmental initiative — champions adoption of new instructional approaches or assessment tools at the department level based on evidence gathered from classroom experience 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.
3Metacognition16 statements
Emerging
  1. Self-monitoring of explanations — notices when a delivered explanation did not produce student understanding and flags the moment for follow-up Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Preparation reflection — reviews prepared lecture notes before class and identifies areas of personal content uncertainty to address in advance Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Feedback reception — receives evaluative comments from supervising faculty about instructional performance and identifies one area for adjustment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Learning strategy awareness — recognizes which study or instructional strategies have previously helped students grasp difficult concepts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Instructional self-assessment — after each session, evaluates the effectiveness of chosen explanations and discussion prompts against observed student engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Grading calibration awareness — notices inconsistencies in own grading patterns across a batch of student assignments and seeks clarifying guidance from 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.
  3. Strategy selection reflection — consciously chooses among multiple instructional approaches based on prior experience with similar student challenges Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Professional growth planning — identifies specific subject-area or pedagogical knowledge gaps and sets goals to address them before the next instructional cycle Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Iterative lesson adjustment — systematically reviews student performance data from graded assignments to diagnose instructional gaps and adjust 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.
  2. Cognitive load monitoring — tracks own cognitive load during simultaneous grading and facilitation responsibilities, restructuring workload to maintain quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Teaching philosophy articulation — describes a coherent, evidence-informed rationale for chosen instructional and feedback strategies when asked by faculty supervisors Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Self-regulated preparation — independently plans preparation timelines for lectures and course materials by accurately estimating task complexity and available 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.
Exceeding
  1. Reflective practice modeling — explicitly shares self-assessment processes with students to demonstrate how experts monitor and correct their own understanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Meta-instructional design — evaluates the overall arc of a course section and identifies structural cognitive barriers students face across multiple assignments, feeding insights back to 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.
  3. Mentored metacognitive development — teaches students explicit metacognitive strategies such as self-testing and elaborative interrogation during tutoring and 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.
  4. Research-informed self-improvement — reads educational psychology or discipline-specific pedagogy literature and systematically applies findings to own instructional practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
4Critical Thinking16 statements
Emerging
  1. Assignment analysis — reads student assignment submissions and identifies whether arguments are supported by evidence before assigning a preliminary grade 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. Question evaluation — distinguishes between student questions that reflect factual confusion and those that reflect conceptual misunderstanding during Q&A sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Source credibility awareness — recognizes when student papers cite unreliable sources and notes this in written feedback O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Assumption identification — notices unstated assumptions in student arguments during paper grading and flags them as areas for revision Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Rubric application — applies multi-criteria grading rubrics to evaluate student class work by weighing evidence quality, argument structure, and content accuracy independently O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Discussion analysis — tracks the logical structure of classroom discussions in real time and intervenes when arguments contain logical fallacies or 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.
  3. Material evaluation — assesses supplementary course materials proposed for student use against accuracy, relevance, and disciplinary standards before recommending them to faculty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Student reasoning probing — poses Socratic follow-up questions during discussions that push students to examine the assumptions underlying their stated positions 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. Evaluative grading — produces written evaluations of student papers that analyze reasoning quality, evidence use, and argumentative coherence against disciplinary 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. Problem diagnosis — identifies patterns across a cohort's graded work that reveal systemic misunderstandings of core course concepts and reports findings to the supervising instructor Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Instructional content critique — reviews lecture materials or textbook passages for logical consistency and accuracy before presenting them to students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Assignment design critique — evaluates proposed assignment prompts for alignment with learning objectives and potential for eliciting higher-order thinking from 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.
Exceeding
  1. Evidence-based instructional decision-making — draws on assessment data, educational research, and direct classroom observation to construct reasoned arguments for instructional changes 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 case adjudication — evaluates ambiguous academic integrity situations by weighing institutional policy, contextual evidence, and student intent before recommending a course of action Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Curriculum logic analysis — maps course assignment sequences against stated learning outcomes and identifies critical thinking skill gaps across the full instructional arc 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.
  4. Student critical thinking cultivation — designs discussion protocols and assignment scaffolds that systematically develop students' capacity for evidence-based argumentation 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.
5Collaboration16 statements
Emerging
  1. Faculty coordination — communicates with supervising faculty about grading progress and flags questions about assignment expectations without waiting until deadlines Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Peer TA cooperation — shares grading materials, handouts, and session notes with fellow teaching assistants to maintain course consistency Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student group facilitation — monitors small student groups during in-class activities and provides prompts to keep collaborative work on task O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Departmental integration — attends required TA training sessions and incorporates shared guidelines into own section practice Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Co-facilitation — collaborates with a supervising faculty member to co-lead classroom sessions, adapting own role dynamically based on the instructor's signals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Cross-section alignment — coordinates with other TAs teaching parallel sections to ensure consistency in grading standards and student expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student collaborative learning support — structures and debriefs small-group discussion activities so that all student voices contribute to shared understanding 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.
  4. Academic support network collaboration — communicates student needs to writing centers, tutoring services, or disability offices and follows up on referral outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Grading team coordination — leads calibration sessions with multiple graders to establish shared interpretations of rubric criteria across a large student cohort 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 team contribution — participates actively in course planning meetings by contributing student-facing insights that inform faculty decisions on pacing and assessment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Conflict navigation — addresses disagreements between students during discussions or group projects by facilitating perspective-sharing and redirecting toward shared academic goals Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Interdisciplinary collaboration — works alongside TAs or instructors from related disciplines on team-taught courses, integrating diverse content perspectives into unified instructional delivery Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Collaborative curriculum development — co-creates course materials, assessment instruments, and instructional sequences with faculty as a full intellectual partner 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 building — fosters a culture of shared practice among a cohort of teaching assistants through peer observation, feedback exchange, and joint problem-solving Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student collaborative skill development — explicitly teaches collaborative norms, role distribution, and conflict resolution strategies within student project teams 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.
  4. Cross-institutional collaboration — engages with professional teaching assistant networks or educational research communities to import and share best practices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character16 statements
Emerging
  1. Grading integrity — applies assigned rubric criteria consistently to all student submissions without favoritism or arbitrary deviation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Confidentiality adherence — maintains student grade and performance information with appropriate privacy in accordance with institutional policy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Punctuality and reliability — arrives prepared for assigned sections, office hours, and grading deadlines as scheduled Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Respectful engagement — interacts with students from diverse backgrounds using language and conduct that reflects inclusive professional norms 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. Transparent communication — informs students clearly and promptly about grading criteria, timeline changes, and expectations without waiting for complaints Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Accountability for errors — acknowledges and corrects grading mistakes openly when they occur, without deflecting responsibility Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Ethical boundary maintenance — recognizes and preserves appropriate professional boundaries in relationships with students during office hours and informal interactions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Inclusive classroom conduct — challenges exclusionary comments or dynamics in classroom discussions in a manner that upholds dignity for all 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.
Applying
  1. Consistent ethical practice — applies the same academic integrity standards to all students regardless of personal rapport or perceived effort level Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Professional candor — delivers honest, constructive feedback on student work even when the assessment is critical, framing it in developmentally supportive terms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Role-appropriate professionalism — maintains clear distinctions between collegial relationships with faculty and supervisory relationships with students in all institutional contexts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Modeling scholarly values — demonstrates intellectual honesty, citation integrity, and evidence-based reasoning visibly in own instructional practice 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 leadership in assessment — identifies systemic bias risks in assessment tools or grading practices and advocates to faculty for equitable alternatives 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 ethics mentorship — guides newer TAs through ethical dilemmas involving grading, student relationships, or academic integrity using principled reasoning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Institutional trust building — builds a reputation for fairness and integrity across a student cohort such that students bring academic concerns forward without fear Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Values-based course contribution — ensures that course materials and discussion facilitation reflect scholarly integrity, intellectual humility, and respect for disciplinary knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
7Creativity16 statements
Emerging
  1. Explanation variation — generates an alternative analogy or visual representation on the spot when a standard explanation fails to produce student understanding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Supplementary resource creation — designs a one-page handout using a non-standard format to make a difficult concept more accessible to students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Discussion starter generation — invents a novel real-world scenario to initiate a classroom discussion that connects course theory to student experience O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Assignment variation awareness — notices when a standardized assignment format is producing uniform superficial responses and suggests an alternative prompt to the instructor Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional activity design — creates original in-class exercises, case studies, or discussion protocols that engage students beyond passive reception of lecture content 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. Adaptive problem presentation — reframes mathematical or conceptual problems in multiple contexts to help students generalize understanding beyond memorized procedures Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Technology integration — incorporates digital tools, multimedia, or interactive platforms creatively into section instruction to deepen student engagement O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Feedback format innovation — experiments with rubric formats, audio comments, or annotated exemplars to make grading feedback more actionable for students Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Original course material development — authors assignments, case studies, or discussion frameworks that are genuinely novel and calibrated to specific learning objectives 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. Problem-based learning design — constructs open-ended problems or scenarios for student groups that require creative synthesis of multiple course concepts Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Lecture narrative crafting — structures lecture content around original organizing metaphors or narrative frameworks that make abstract subject matter memorable and coherent O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  4. Assessment redesign — proposes and implements creative assessment alternatives, such as portfolio tasks or applied projects, that elicit richer evidence of student 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.
Exceeding
  1. Pedagogical innovation — develops and pilots a novel instructional approach within assigned sections and documents outcomes for potential adoption across the broader course 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-disciplinary synthesis — creates course materials that draw creatively on ideas from adjacent disciplines to illuminate core subject-area concepts from unexpected angles Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student creativity cultivation — designs instructional experiences that require students to generate original arguments, solutions, or creative products rather than reproduce known answers 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.
  4. Research-practice integration — translates findings from educational research or subject-area scholarship into creative instructional experiments that advance course quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset16 statements
Emerging
  1. Feedback acceptance — receives critical feedback from supervising faculty about instructional performance without defensiveness and identifies one concrete change to make Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Effort acknowledgment — praises students for persistence and strategy use rather than innate ability when responding to their work during tutoring sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Challenge acceptance — volunteers to facilitate discussion topics or grade assignment types that fall outside previous experience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Mistake normalization — acknowledges own content errors in front of students and models the process of correcting them transparently Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Skill development pursuit — seeks out professional development resources, peer observation opportunities, or pedagogical training beyond minimum requirements Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Student persistence cultivation — designs feedback comments that reframe failure as diagnostic information and direct students toward specific revision strategies Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Setback recovery — returns to instructional preparation with renewed focus after a poorly received lecture or session, analyzing what to adjust rather than withdrawing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Learning from peers — observes fellow teaching assistants' sections and integrates effective practices observed into own teaching approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Iterative practice improvement — systematically tracks own instructional growth across a semester by comparing session notes, student feedback, and grading quality over time Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Challenging assignment mastery — takes on grading or instructional responsibilities in subject areas requiring new content knowledge and acquires that knowledge before the deadline Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Growth-oriented student culture — establishes a section culture where students perceive mistakes as part of learning by consistently modeling and narrating a growth-oriented approach Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Critical feedback integration — actively solicits mid-semester feedback from students about instructional clarity and adjusts session structure in the following week Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Growth mindset pedagogy — embeds explicit growth mindset frameworks into assignment design and discussion facilitation so that students develop metacognitive resilience alongside content knowledge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Sustained professional learning — maintains a continuous, documented practice of reading educational scholarship and applying new findings to instructional decision-making across multiple semesters Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. TA mentorship through modeling — demonstrates growth-oriented practice visibly to newer TAs, narrating the process of learning from instructional failures Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Institutional improvement advocacy — uses personal growth-oriented learning to contribute to ongoing departmental conversations about improving TA training and support structures Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness16 statements
Emerging
  1. Classroom presence — maintains attentive focus during student presentations or discussions rather than preparing next remarks while others are speaking Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Stress recognition — recognizes personal signs of grading fatigue or over-extension and takes brief breaks to restore concentration before continuing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student affect awareness — notices non-verbal cues of confusion, anxiety, or disengagement in students during instructional sessions and responds with adjusted pacing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Intentional preparation — sets aside distraction-free preparation time before each section meeting rather than reviewing materials reactively moments before class Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Emotional regulation during conflict — maintains a measured, professional tone when students challenge a grade or express frustration, pausing before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Attention management — redirects own focus back to the current instructional task when administrative or grading demands create cognitive intrusion during live sessions Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student anxiety attunement — identifies students who appear distressed before high-stakes assessments and responds with calming, structured support rather than dismissiveness 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.
  4. Pacing awareness — monitors classroom energy and discussion momentum in real time, adjusting instructional tempo to maintain productive engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Intentional discussion facilitation — enters each facilitated discussion with a clear purpose and adapts dynamically to emerging student contributions without losing sight of learning objectives 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. Grading presence — approaches each student assignment with fresh, undivided attention, resisting the tendency to allow fatigue from previous papers to bias evaluation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Responsive de-escalation — detects rising tension in classroom dynamics early and intervenes with a calm, purposeful facilitation move before conflict escalates Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Workload intentionality — makes conscious, deliberate decisions about time allocation across grading, preparation, and student support tasks rather than reacting to whichever feels most urgent Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful feedback delivery — delivers difficult evaluative messages to students in person with full attentiveness, emotional regulation, and genuine regard for student wellbeing Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Contemplative pedagogy integration — incorporates brief attention-focusing or reflection exercises into section openings to improve student cognitive readiness for complex material Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Systemic wellbeing awareness — monitors aggregate student engagement patterns across a course section and brings concerns about collective stress or disengagement to faculty attention Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Mindfulness mentorship — models and articulates intentional attention and emotional regulation practices to newer TAs navigating the cognitive demands of simultaneous teaching and academic work Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude16 statements
Emerging
  1. Grading persistence — completes large batches of student assignment grading on time despite the repetitive and cognitively demanding nature of the task 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 discomfort tolerance — continues leading a discussion when student participation is low or resistant without abandoning the activity prematurely Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Uncertainty navigation — proceeds with instructional preparation when course content or faculty expectations are ambiguous rather than waiting for perfect clarity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Workload endurance — manages simultaneous grading, preparation, and student support demands during high-intensity periods of the academic calendar without withdrawing from responsibilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Criticism resilience — processes negative student evaluations or faculty critique of instructional performance constructively, returning to the next session with renewed commitment Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Academic challenge persistence — continues developing competence in subject-area content that proves difficult to master, seeking resources rather than avoiding unfamiliar material Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student resistance endurance — maintains instructional standards and engagement efforts with resistant or disengaged students across multiple sessions without reducing effort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Role ambiguity management — operates effectively under conditions where the boundary between TA and instructor responsibilities is unclear, making reasoned decisions without paralysis Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Sustained performance under pressure — delivers high-quality instruction and grading during the most demanding weeks of a semester when competing academic demands are at their peak Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Conflict perseverance — works through difficult student grade disputes or classroom tension without avoidance, seeing the interaction through to resolution Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Institutional challenge navigation — continues performing instructional duties effectively amid departmental uncertainty, policy changes, or resource constraints Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Complex student case persistence — maintains consistent support and engagement with students facing ongoing academic difficulty across a full semester without abandoning the effort 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-semester resilience — sustains high instructional quality and professional commitment across multiple consecutive semesters of demanding teaching assistant responsibilities Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Courageous feedback delivery — provides honest, critical evaluation of student work in high-stakes situations, such as thesis reviews or qualifying examinations, without softening assessments to avoid discomfort Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab. O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Adversity modeling — demonstrates visible persistence through professional setbacks in front of students and uses those experiences as teaching moments about scholarly resilience Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  4. Institutional advocacy under resistance — continues advocating for improved TA working conditions, equitable grading practices, or student support resources even when initial efforts are met with institutional inertia Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Sources:Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Show O*NET source anchors38 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Adult ESL TA (Adult English as a Second Language Teaching Aide) · Adult Literacy Teaching Aide (Adult Literacy TA) · Sunday School Teaching Aide (Sunday School TA) · Tutor Assistant
RAPIDS apprenticeships
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O*NET skills
SpeakingReading ComprehensionInstructingActive ListeningLearning StrategiesWritingCritical ThinkingActive Learning
Knowledge domains
English LanguageEducation and TrainingComputers and ElectronicsCustomer and Personal ServiceMathematicsPsychologyAdministrativeAdministration and Management
Abilities
Oral ExpressionOral ComprehensionWritten ComprehensionSpeech ClarityWritten ExpressionDeductive Reasoning
Work styles
DependabilityCooperationSocial OrientationIntellectual CuriosityIntegrityAttention to Detail
Technology
Word processing softwareWeb platform development softwareAnalytical or scientific softwareSpreadsheet softwareOffice suite softwareElectronic mail software
Tasks · seed anchors for statements
  1. Prepare and deliver lectures to undergraduate or graduate students on topics such as financial accounting, pri
  2. Evaluate and grade students' class work, assignments, and papers.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Prepare course materials, such as syllabi, homework assignments, and handouts.
CIP education codes
13.150113.150213.1599

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.