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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.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Show O*NET source anchors38 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
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.