[Core] [101% incumbents] Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  DWAs: Establish rules or policies governing student behavior.

[Core] [101% incumbents] Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  DWAs: Encourage students.

[Core] [101% incumbents] Read books to entire classes or to small groups.
  DWAs: Read to students.

[Core] [101% incumbents] Guide and counsel students with adjustment or academic problems or special academic interests.
  DWAs: Advise students on academic or career matters.

[Core] [101% incumbents] Observe and evaluate children's performance, behavior, social development, and physical health.
  DWAs: Monitor student performance. | Monitor student behavior, social development, or health. | Evaluate student work.

[Core] [101% incumbents] Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
  DWAs: Monitor student behavior, social development, or health. | Discuss problems or issues with supervisors. | Discuss student progress with parents or guardians.

[Core] [101% incumbents] Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
  DWAs: Develop instructional objectives.

[Core] [101% incumbents] Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  DWAs: Discuss problems or issues with supervisors. | Discuss student progress with parents or guardians.

[Core] [101% incumbents] Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  DWAs: Create technology-based learning materials.

[Core] [101% incumbents] Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  DWAs: Monitor student performance. | Teach others to use technology or equipment.

[Core] [101% incumbents] Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [101% incumbents] Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
  DWAs: Set up classroom materials or equipment. | Arrange childcare or educational settings to ensure physical safety of children.

[Core] [101% incumbents] Prepare, administer, and grade tests and assignments to evaluate children's progress.
  DWAs: Administer tests to assess educational needs or progress. | Prepare tests. | Evaluate student work.

[Core] [101% incumbents] Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [101% incumbents] Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
  DWAs: Display student work.

[Core] [101% incumbents] Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
  DWAs: Evaluate performance of educational staff. | Supervise student research or internship work.

[Core] [101% incumbents] Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
  DWAs: Manage outreach activities.

[Core] [101% incumbents] Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Core] [101% incumbents] Attend staff meetings and serve on committees as required.
  DWAs: Serve on institutional or departmental committees.

[Core] [101% incumbents] Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
  DWAs: Supervise school or student activities.

[Core] [100% incumbents] Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Core] [100% incumbents] Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
  DWAs: Teach life skills.

[Core] [100% incumbents] Demonstrate activities to children.
  DWAs: Apply multiple teaching methods.

[Core] [100% incumbents] Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
  DWAs: Set up classroom materials or equipment.

[Core] [100% incumbents] Prepare and implement remedial programs for students requiring extra help.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [100% incumbents] Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.
  DWAs: Maintain student records. | Prepare reports detailing student activities or performance.

[Core] [100% incumbents] Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
  DWAs: Plan educational activities.

[Core] [100% incumbents] Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.
  DWAs: Discuss student progress with parents or guardians.

[Core] [100% incumbents] Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  DWAs: Develop instructional objectives.

[Core] [100% incumbents] Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
  DWAs: Provide for basic needs of children.

[Core] [100% incumbents] Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
  DWAs: Plan educational activities. | Document lesson plans.

[Core] [100% incumbents] Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.
  DWAs: Plan experiential learning activities.

[Core] [100% incumbents] Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.
  DWAs: Administer tests to assess educational needs or progress.

[Core] [100% incumbents] Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  DWAs: Maintain inventories of materials, equipment, or products. | Distribute instructional or library materials. | Order instructional or library materials or equipment.

[Supplemental] [100% incumbents] Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Core] [99% incumbents] Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  DWAs: Plan educational activities.

[Core] [99% incumbents] Meet with other professionals to discuss individual students' needs and progress.
  DWAs: Discuss problems or issues with supervisors.

--- SKILLS ---
  Active Listening (imp:4.00 lvl:4.00) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:4.00 lvl:3.25) — Talking to others to convey information effectively.
  Learning Strategies (imp:4.00 lvl:3.88) — Selecting and using training/instructional methods and procedures appropriate fo
  Monitoring (imp:4.00 lvl:4.00) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Reading Comprehension (imp:3.88 lvl:3.75) — Understanding written sentences and paragraphs in work-related documents.
  Writing (imp:3.25 lvl:3.25) — Communicating effectively in writing as appropriate for the needs of the audienc
  Critical Thinking (imp:3.25 lvl:3.75) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Active Learning (imp:3.25 lvl:3.12) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.25 lvl:2.25) — Using mathematics to solve problems.
  Science (imp:1.38 lvl:0.50) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Education and Training (imp:4.69 lvl:5.16) — Knowledge of principles and methods for curriculum and training design, teaching
  English Language (imp:4.61 lvl:4.83) — Knowledge of the structure and content of the English language including the mea
  Psychology (imp:3.95 lvl:4.13) — Knowledge of human behavior and performance; individual differences in ability, 
  Mathematics (imp:3.86 lvl:3.55) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Customer and Personal Service (imp:3.53 lvl:4.03) — Knowledge of principles and processes for providing customer and personal servic
  Sociology and Anthropology (imp:3.33 lvl:3.40) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Public Safety and Security (imp:3.31 lvl:2.71) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Administrative (imp:3.28 lvl:4.21) — Knowledge of administrative and office procedures and systems such as word proce
  Therapy and Counseling (imp:3.23 lvl:3.59) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Computers and Electronics (imp:3.22 lvl:3.65) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Geography (imp:3.17 lvl:3.73) — Knowledge of principles and methods for describing the features of land, sea, an
  History and Archeology (imp:2.97 lvl:3.65) — Knowledge of historical events and their causes, indicators, and effects on civi
  Philosophy and Theology (imp:2.93 lvl:3.49) — Knowledge of different philosophical systems and religions. This includes their 
  Administration and Management (imp:2.92 lvl:3.27) — Knowledge of business and management principles involved in strategic planning, 
  Communications and Media (imp:2.64 lvl:2.78) — Knowledge of media production, communication, and dissemination techniques and m
  Fine Arts (imp:2.59 lvl:2.27) — Knowledge of the theory and techniques required to compose, produce, and perform
  Personnel and Human Resources (imp:2.40 lvl:2.22) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Law and Government (imp:2.32 lvl:2.15) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Biology (imp:2.29 lvl:2.18) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Foreign Language (imp:2.10 lvl:1.53) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Medicine and Dentistry (imp:2.08 lvl:1.98) — Knowledge of the information and techniques needed to diagnose and treat human i
  Engineering and Technology (imp:1.88 lvl:1.26) — Knowledge of the practical application of engineering science and technology. Th
  Telecommunications (imp:1.86 lvl:0.88) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Design (imp:1.81 lvl:1.39) — Knowledge of design techniques, tools, and principles involved in production of 
  Transportation (imp:1.73 lvl:1.30) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Production and Processing (imp:1.62 lvl:0.76) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Economics and Accounting (imp:1.61 lvl:0.83) — Knowledge of economic and accounting principles and practices, the financial mar
  Chemistry (imp:1.54 lvl:0.97) — Knowledge of the chemical composition, structure, and properties of substances a
  Physics (imp:1.49 lvl:0.89) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Sales and Marketing (imp:1.45 lvl:1.03) — Knowledge of principles and methods for showing, promoting, and selling products
  Food Production (imp:1.37 lvl:0.59) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Mechanical (imp:1.29 lvl:0.38) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Building and Construction (imp:1.17) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Oral Expression (imp:4.12 lvl:3.88) — The ability to communicate information and ideas in speaking so others will unde
  Written Comprehension (imp:4.00 lvl:3.88) — The ability to read and understand information and ideas presented in writing.
  Oral Comprehension (imp:3.88 lvl:3.88) — The ability to listen to and understand information and ideas presented through 
  Written Expression (imp:3.88 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Problem Sensitivity (imp:3.88 lvl:3.62) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Clarity (imp:3.88 lvl:3.75) — The ability to speak clearly so others can understand you.
  Fluency of Ideas (imp:3.75 lvl:3.38) — The ability to come up with a number of ideas about a topic (the number of ideas
  Speech Recognition (imp:3.62 lvl:3.75) — The ability to identify and understand the speech of another person.
  Originality (imp:3.38 lvl:3.38) — The ability to come up with unusual or clever ideas about a given topic or situa
  Deductive Reasoning (imp:3.38 lvl:3.62) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.38 lvl:3.62) — The ability to combine pieces of information to form general rules or conclusion
  Information Ordering (imp:3.25 lvl:3.12) — The ability to arrange things or actions in a certain order or pattern according
  Selective Attention (imp:3.25 lvl:3.00) — The ability to concentrate on a task over a period of time without being distrac
  Near Vision (imp:3.25 lvl:3.12) — The ability to see details at close range (within a few feet of the observer).
  Category Flexibility (imp:3.12 lvl:3.12) — The ability to generate or use different sets of rules for combining or grouping
  Time Sharing (imp:3.00 lvl:3.00) — The ability to shift back and forth between two or more activities or sources of
  Number Facility (imp:2.88 lvl:2.38) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Flexibility of Closure (imp:2.88 lvl:2.75) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Memorization (imp:2.75 lvl:2.75) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.75 lvl:2.38) — The ability to quickly make sense of, combine, and organize information into mea
  Far Vision (imp:2.75 lvl:2.88) — The ability to see details at a distance.
  Perceptual Speed (imp:2.62 lvl:2.62) — The ability to quickly and accurately compare similarities and differences among
  Mathematical Reasoning (imp:2.50 lvl:2.50) — The ability to choose the right mathematical methods or formulas to solve a prob
  Visualization (imp:2.38 lvl:2.50) — The ability to imagine how something will look after it is moved around or when 
  Trunk Strength (imp:2.38 lvl:2.50) — The ability to use your abdominal and lower back muscles to support part of the 
  Visual Color Discrimination (imp:2.38 lvl:2.00) — The ability to match or detect differences between colors, including shades of c
  Arm-Hand Steadiness (imp:2.25 lvl:2.12) — The ability to keep your hand and arm steady while moving your arm or while hold
  Finger Dexterity (imp:2.25 lvl:1.88) — The ability to make precisely coordinated movements of the fingers of one or bot
  Static Strength (imp:2.25 lvl:1.88) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Extent Flexibility (imp:2.25 lvl:1.88) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Gross Body Coordination (imp:2.25 lvl:1.75) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Auditory Attention (imp:2.25 lvl:2.12) — The ability to focus on a single source of sound in the presence of other distra
  Multilimb Coordination (imp:2.12 lvl:1.75) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Gross Body Equilibrium (imp:2.12 lvl:1.75) — The ability to keep or regain your body balance or stay upright when in an unsta
  Hearing Sensitivity (imp:2.12 lvl:2.00) — The ability to detect or tell the differences between sounds that vary in pitch 
  Dynamic Strength (imp:2.00 lvl:1.38) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Stamina (imp:1.88 lvl:1.25) — The ability to exert yourself physically over long periods of time without getti
  Manual Dexterity (imp:1.62 lvl:1.12) — The ability to quickly move your hand, your hand together with your arm, or your
  Control Precision (imp:1.62 lvl:0.75) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Wrist-Finger Speed (imp:1.50 lvl:0.50) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Explosive Strength (imp:1.50 lvl:0.75) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Depth Perception (imp:1.50 lvl:0.50) — The ability to judge which of several objects is closer or farther away from you
  Sound Localization (imp:1.12 lvl:0.12) — The ability to tell the direction from which a sound originated.
  Spatial Orientation (imp:1.00) — The ability to know your location in relation to the environment or to know wher
  Response Orientation (imp:1.00) — The ability to choose quickly between two or more movements in response to two o
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Reaction Time (imp:1.00) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Speed of Limb Movement (imp:1.00) — The ability to quickly move the arms and legs.
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.00) — The ability to see objects or movement of objects to one's side when the eyes ar
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.

--- WORK ACTIVITIES ---
  Thinking Creatively (imp:4.25 lvl:4.81) — Developing, designing, or creating new applications, ideas, relationships, syste
  Organizing, Planning, and Prioritizing Work (imp:4.19 lvl:5.53) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Establishing and Maintaining Interpersonal Relationships (imp:4.11 lvl:4.98) — Developing constructive and cooperative working relationships with others, and m
  Developing Objectives and Strategies (imp:4.04 lvl:4.49) — Establishing long-range objectives and specifying the strategies and actions to 
  Making Decisions and Solving Problems (imp:3.98 lvl:4.52) — Analyzing information and evaluating results to choose the best solution and sol
  Training and Teaching Others (imp:3.96 lvl:4.26) — Identifying the educational needs of others, developing formal educational or tr
  Updating and Using Relevant Knowledge (imp:3.95 lvl:4.79) — Keeping up-to-date technically and applying new knowledge to your job.
  Getting Information (imp:3.88 lvl:3.50) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Communicating with Supervisors, Peers, or Subordinates (imp:3.80 lvl:3.78) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Assisting and Caring for Others (imp:3.76 lvl:3.79) — Providing personal assistance, medical attention, emotional support, or other pe
  Scheduling Work and Activities (imp:3.60 lvl:4.30) — Scheduling events, programs, and activities, as well as the work of others.
  Coaching and Developing Others (imp:3.60 lvl:4.38) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Coordinating the Work and Activities of Others (imp:3.56 lvl:4.01) — Getting members of a group to work together to accomplish tasks.
  Evaluating Information to Determine Compliance with Standards (imp:3.55 lvl:3.59) — Using relevant information and individual judgment to determine whether events o
  Working with Computers (imp:3.55 lvl:3.22) — Using computers and computer systems (including hardware and software) to progra
  Analyzing Data or Information (imp:3.54 lvl:3.97) — Identifying the underlying principles, reasons, or facts of information by break
  Monitoring Processes, Materials, or Surroundings (imp:3.52 lvl:3.48) — Monitoring and reviewing information from materials, events, or the environment,
  Developing and Building Teams (imp:3.49 lvl:3.65) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Resolving Conflicts and Negotiating with Others (imp:3.47 lvl:3.70) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Documenting/Recording Information (imp:3.41 lvl:3.15) — Entering, transcribing, recording, storing, or maintaining information in writte
  Identifying Objects, Actions, and Events (imp:3.37 lvl:3.34) — Identifying information by categorizing, estimating, recognizing differences or 
  Communicating with People Outside the Organization (imp:3.34 lvl:3.32) — Communicating with people outside the organization, representing the organizatio
  Guiding, Directing, and Motivating Subordinates (imp:3.27 lvl:3.34) — Providing guidance and direction to subordinates, including setting performance 
  Performing for or Working Directly with the Public (imp:3.25 lvl:3.51) — Performing for people or dealing directly with the public. This includes serving
  Processing Information (imp:3.17 lvl:3.52) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Interpreting the Meaning of Information for Others (imp:3.00 lvl:2.79) — Translating or explaining what information means and how it can be used.
  Providing Consultation and Advice to Others (imp:2.87 lvl:3.07) — Providing guidance and expert advice to management or other groups on technical,
  Judging the Qualities of Objects, Services, or People (imp:2.80 lvl:2.96) — Assessing the value, importance, or quality of things or people.
  Performing Administrative Activities (imp:2.62 lvl:2.43) — Performing day-to-day administrative tasks such as maintaining information files
  Performing General Physical Activities (imp:2.56 lvl:2.57) — Performing general physical activities includes doing activities that require co
  Handling and Moving Objects (imp:2.51 lvl:3.28) — Using hands and arms in handling, installing, positioning, and moving materials,
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.45 lvl:2.11) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Monitoring and Controlling Resources (imp:2.30 lvl:2.36) — Monitoring and controlling resources and overseeing the spending of money.
  Inspecting Equipment, Structures, or Materials (imp:1.98 lvl:1.39) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Selling or Influencing Others (imp:1.91 lvl:1.72) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Controlling Machines and Processes (imp:1.87 lvl:1.37) — Using either control mechanisms or direct physical activity to operate machines 
  Staffing Organizational Units (imp:1.69 lvl:1.25) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Repairing and Maintaining Electronic Equipment (imp:1.55 lvl:0.65) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.28) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.12) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.07) — Providing documentation, detailed instructions, drawings, or specifications to t

--- WORK STYLES ---
  Dependability (imp:9.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Integrity (imp:8.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:7.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:6.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:5.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:4.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Optimism (imp:2.77) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Cooperation (imp:2.69) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Empathy (imp:2.61) — A tendency to show concern for others and be sensitive to others' needs and feel
  Social Orientation (imp:2.49) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Sincerity (imp:2.42) — A tendency to be genuine and sincere in interactions with others at work, withou
  Integrity (imp:2.28) — A tendency to be honest and ethical at work.
  Self-Control (imp:2.14) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:2.03) — A tendency to cope and function effectively in stressful situations at work.
  Sincerity (imp:2.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Perseverance (imp:1.83) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Adaptability (imp:1.79) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Attention to Detail (imp:1.69) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Achievement Orientation (imp:1.60) — A tendency to establish and maintain personally challenging work-related goals, 
  Self-Confidence (imp:1.57) — A tendency to believe in one's work-related capabilities and ability to control 
  Tolerance for Ambiguity (imp:1.39) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative (imp:1.35) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Humility (imp:1.35) — A tendency to be modest and humble when interacting with others at work.
  Leadership Orientation (imp:1.34) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Innovation (imp:1.33) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Cautiousness (imp:1.26) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Intellectual Curiosity (imp:0.87) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability () — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Cautiousness () — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Attention to Detail () — A tendency to be detail-oriented, organized, and thorough in completing work.

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:4.12 lvl:4.00) — Being aware of others' reactions and understanding why they react as they do.
  Instructing (imp:4.12 lvl:3.25) — Teaching others how to do something.
  Coordination (imp:3.88 lvl:3.38) — Adjusting actions in relation to others' actions.
  Time Management (imp:3.75 lvl:3.25) — Managing one's own time and the time of others.
  Service Orientation (imp:3.62 lvl:3.12) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:3.50 lvl:3.12) — Considering the relative costs and benefits of potential actions to choose the m
  Complex Problem Solving (imp:3.38 lvl:3.12) — Identifying complex problems and reviewing related information to develop and ev
  Persuasion (imp:3.25 lvl:3.12) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.12 lvl:3.12) — Bringing others together and trying to reconcile differences.
  Systems Evaluation (imp:3.00 lvl:3.00) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:3.00 lvl:3.00) — Motivating, developing, and directing people as they work, identifying the best 
  Systems Analysis (imp:2.88 lvl:3.00) — Determining how a system should work and how changes in conditions, operations, 
  Operations Monitoring (imp:1.88 lvl:1.25) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Quality Control Analysis (imp:1.88 lvl:1.00) — Conducting tests and inspections of products, services, or processes to evaluate
  Management of Material Resources (imp:1.75 lvl:0.88) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Operations Analysis (imp:1.62 lvl:0.88) — Analyzing needs and product requirements to create a design.
  Technology Design (imp:1.62 lvl:0.88) — Generating or adapting equipment and technology to serve user needs.
  Troubleshooting (imp:1.50 lvl:0.62) — Determining causes of operating errors and deciding what to do about it.
  Programming (imp:1.25 lvl:0.50) — Writing computer programs for various purposes.
  Management of Financial Resources (imp:1.12 lvl:0.25) — Determining how money will be spent to get the work done, and accounting for the
  Equipment Selection (imp:1.00) — Determining the kind of tools and equipment needed to do a job.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Operation and Control (imp:1.00) — Controlling operations of equipment or systems.
  Equipment Maintenance (imp:1.00) — Performing routine maintenance on equipment and determining when and what kind o
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 108,870
  annual_median    : $62,680
  annual_pct10     : $46,990
  annual_pct25     : $52,180
  annual_pct75     : $79,910
  annual_pct90     : $101,830
  annual_mean      : $69,370
  hourly_median    : N/A

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Washington ($99,960)
  lowest_state     : Montana ($47,590)
  dispersion_ratio : 2.100x

--- TOP STATES BY WAGE (51 total) ---
  Educational Services                     emp:  107,070  median: $  62,780
  Health Care and Social Assistance        emp:    1,440  median: $  46,920
  Other Services (except Public Administration) emp:      210  median: $  51,910

--- TOP INDUSTRIES BY EMPLOYMENT (3 total) ---
  Educational Services                     emp:  107,070  median: $  62,780
  Health Care and Social Assistance        emp:    1,440  median: $  46,920
  Other Services (except Public Administration) emp:      210  median: $  51,910

exact_match_status : no_exact_match
matched_title      : N/A
match_score        : 0.0000
wikidata_qid       : N/A
word_count         : 0
wikipedia_url      : N/A
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:12:08.038338Z

--- SEMANTIC NEIGHBORS (5) ---

  Title: Philippine Senate Committee on Basic Education (similarity: 0.4301)
  URL: https://en.wikipedia.org/wiki/Philippine_Senate_Committee_on_Basic_Education
  QID: Q135915920
  Extract: The Philippine Senate Committee on Basic Education is a standing committee of the Senate of the Philippines.

  Title: Kindergarten (similarity: 0.4068)
  URL: https://en.wikipedia.org/wiki/Kindergarten
  QID: Q126807
  Extract: Kindergarten is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. Such institutions were originally made in the late 18th century in Germany and Alsace to serve children whose parent

  Title: Education in Russia (similarity: 0.2727)
  URL: https://en.wikipedia.org/wiki/Education_in_Russia
  QID: Q861612
  Extract: In Russia, the state provides most education services regulating education through the Ministry of Education and the Ministry of Science and Higher Education. Regional authorities regulate education within their jurisdictions within the prevailing framework of federal laws. Russia's expenditure on e

  Title: Education in China (similarity: 0.2769)
  URL: https://en.wikipedia.org/wiki/Education_in_China
  QID: Q757827
  Extract: Education in the People's Republic of China is primarily managed by the state-run public education system, which falls under the Ministry of Education. By law, education in the People's Republic of China is led by the Chinese Communist Party (CCP) and adheres to its ideology. All citizens must atten

  Title: Education in Germany (similarity: 0.2687)
  URL: https://en.wikipedia.org/wiki/Education_in_Germany
  QID: Q167448
  Extract: Education in Germany is primarily the responsibility of individual German states, with the federal government only playing a minor role.

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence due to comprehensive O*NET data including detailed skills, knowledge, abilities, work activities, and clear job zone classification. BLS wage data provides robust market intelligence, and related occupations show clear career pathways.
inferred_at          : 2026-06-03T17:23:17.062472+00:00
tokens_input         : 4,510
tokens_output        : 4,108
cost_usd             : $0.044354
wikipedia_used       : False
wikipedia_title      : None
wikipedia_note       : No exact Wikipedia match found for kindergarten teachers as an occupation. The closest semantic neighbor was 'Kindergarten' describing the educational approach, which provides context about the play-based, developmental nature of kindergarten education.

--- PROSE FIELDS ---

ROLE SUMMARY:
Kindergarten teachers provide foundational academic and social instruction to children typically ages 5-6, serving as their first formal educational experience in elementary school settings. They create developmentally appropriate learning environments that blend play-based activities with early academic skills like basic reading, writing, and mathematics. These educators are responsible for establishing classroom routines, monitoring child development, and preparing students for success in elementary grades.

DAY IN THE LIFE:
Kindergarten teachers begin their day by establishing and enforcing classroom rules and procedures to maintain order among young students. They read books to entire classes or small groups, using engaging storytelling techniques to develop early literacy skills. Throughout the day, they guide and counsel students with adjustment or academic challenges while observing and evaluating children's performance, behavior, social development, and physical health. They establish clear learning objectives for lessons and projects, communicating these goals in age-appropriate ways. Teachers supplement their instruction using computers, audio-visual aids, and other educational materials while carefully monitoring students' use of equipment to prevent injuries.

WHO THRIVES:
Successful kindergarten teachers possess high social orientation and strong interpersonal skills, excelling at establishing meaningful relationships with young children and their families. They demonstrate exceptional dependability and integrity, as parents entrust them with their children during crucial developmental years. These educators thrive on creativity and innovation, designing engaging learning experiences that capture young children's attention and curiosity. They must have excellent self-control and patience, managing classroom environments where children are learning basic social and academic behaviors for the first time.

CAREER ENTRY:
Most kindergarten teachers enter the field with a bachelor's degree (75.7% of practitioners), typically in elementary education or a related field according to education distribution data. Many states require completion of a teacher preparation program and state certification or licensing. A significant portion (13.8%) hold master's degrees, while others (10.5%) have post-baccalaureate certificates that provide additional specialized training in early childhood education.

CAREER TRAJECTORY:
Kindergarten teachers can advance to become elementary school teachers for higher grades, leveraging their foundational education expertise. Many pursue specialized roles such as special education teachers, curriculum coordinators, or educational administrators with additional training. Some transition to preschool education or adult education roles, while others move into educational support positions like instructional coaching or educational consulting.

MARKET INTELLIGENCE:
According to BLS OEWS May 2025, kindergarten teachers earn a median annual salary of $62,680, with a range from $46,990 to $101,830. Employment stands at 108,870 positions nationally, with significant geographic variation - Washington offers the highest wages at $99,960 while Montana provides the lowest at $47,590, representing a 2.10x ratio. The vast majority (98.3%) work in educational services, with small numbers in health care and social assistance settings. Job Zone 4 classification indicates considerable preparation is needed, requiring substantial education and training.

AUTOMATION OUTLOOK:
Kindergarten teaching shows strong resistance to automation due to its heavy reliance on establishing interpersonal relationships, thinking creatively, and providing personalized social-emotional guidance. While educational technology tools like Microsoft Office software enhance instruction, the core activities of reading to children, observing developmental progress, and managing young children's behavior require human judgment, empathy, and real-time adaptation that current AI cannot replicate.

--- REASONED EDGES ---
  [career_pathway] Elementary School Teachers, Except Special Education (25-2021.00) — confidence:high
    reasoning: Direct progression pathway with overlapping education knowledge (importance 4.7) and training requirements for teaching older children.
    data: Primary-Short relationship declared
    data: Both require Education and Training knowledge
    data: Similar job zone requirements
  [riasec_cluster] Preschool Teachers, Except Special Education (25-2011.00) — confidence:high
    reasoning: Both roles share dominant Social orientation (S:7.00) and focus on early childhood development with similar interpersonal demands.
    data: Primary-Short relationship
    data: Social RIASEC dominance
    data: Early childhood focus
  [skill_overlap] Special Education Teachers, Kindergarten (25-2055.00) — confidence:high
    reasoning: Shared active listening (importance 4.0) and monitoring skills (importance 4.0) for working with kindergarten-age children requiring specialized attention.
    data: Primary-Short relationship
    data: Active Listening skill overlap
    data: Same age group served
  [knowledge_overlap] Middle School Teachers, Except Special and Career/Technical Education (25-2022.00) — confidence:medium
    reasoning: Both require extensive education and training knowledge (importance 4.7 vs similar levels) and psychology knowledge for student development understanding.
    data: Education and Training knowledge
    data: Psychology knowledge requirements
    data: Primary-Short relationship
  [task_similarity] Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education (25-9042.00) — confidence:medium
    reasoning: Both involve monitoring student performance and behavior while supporting educational objectives in classroom settings.
    data: Monitor student performance task overlap
    data: Classroom support activities
    data: Primary-Long relationship

--- NORMALIZER SIGNALS ---
  match_keywords   : ['kindergarten teacher', 'early childhood educator', 'k teacher', 'kinder teacher', 'kindergarten classroom teacher', 'early childhood teacher', 'kindergarten instructor', 'primary grade teacher']
  exclude_keywords : ['special education', 'preschool', 'daycare', 'substitute', 'assistant']
  title_patterns   : ['kindergarten', 'kinder', 'early childhood', 'primary grade', 'k-']
  common_variations: ['art teacher kindergarten', 'bilingual kindergarten teacher', 'montessori kindergarten teacher', 'private kindergarten teacher', 'public kindergarten teacher', 'elementary kindergarten teacher', 'kindergarten classroom teacher', 'long term substitute kindergarten teacher']

total_terms    : 40
top_words      : ['tendency', 'others', 'equipment', 'activities', 'children', 'materials', 'educational', 'students', 'needs', 'social', 'student', 'learning', 'principles', 'problems', 'performance', 'control', 'teachers', 'kindergarten', 'teaching', 'includes']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01405  onet_dimensions      onet_dimensions:100%
others                     41  0.01372  onet_dimensions      onet_dimensions:93%  inference:5%  dwas:2%
equipment                  32  0.01071  onet_dimensions      onet_dimensions:72%  dwas:16%  onet_tasks:9%
activities                 29  0.00970  onet_tasks           onet_tasks:34%  onet_dimensions:31%  dwas:24%
children                   26  0.00870  onet_tasks           onet_tasks:54%  inference:31%  dwas:8%
materials                  24  0.00803  onet_dimensions      onet_dimensions:42%  dwas:29%  onet_tasks:25%
educational                23  0.00769  dwas                 dwas:43%  inference:35%  onet_dimensions:9%
students                   21  0.00703  onet_tasks           onet_tasks:57%  dwas:24%  inference:19%
needs                      18  0.00602  onet_dimensions      onet_dimensions:44%  dwas:33%  onet_tasks:22%
social                     17  0.00569  inference            inference:35%  onet_dimensions:29%  onet_tasks:18%
student                    17  0.00569  dwas                 dwas:94%  onet_tasks:6%
learning                   16  0.00535  onet_tasks           onet_tasks:31%  onet_dimensions:25%  inference:25%
principles                 16  0.00535  onet_dimensions      onet_dimensions:100%
problems                   15  0.00502  onet_dimensions      onet_dimensions:60%  onet_tasks:20%  dwas:20%
performance                13  0.00435  onet_dimensions      onet_dimensions:54%  dwas:31%  onet_tasks:8%
control                    13  0.00435  onet_dimensions      onet_dimensions:92%  inference:8%
teachers                   12  0.00402  inference            inference:83%  onet_tasks:17%
kindergarten               12  0.00402  inference            inference:83%  onet_tasks:8%  wikipedia:8%
teaching                   12  0.00402  onet_dimensions      onet_dimensions:42%  dwas:33%  onet_tasks:8%
includes                   12  0.00402  onet_dimensions      onet_dimensions:100%
objects                    12  0.00402  onet_dimensions      onet_dimensions:100%
rules                      11  0.00368  onet_dimensions      onet_dimensions:73%  onet_tasks:9%  dwas:9%
monitoring                 11  0.00368  onet_dimensions      onet_dimensions:73%  inference:18%  onet_tasks:9%
techniques                 11  0.00368  onet_dimensions      onet_dimensions:91%  inference:9%
ideas                      11  0.00368  onet_dimensions      onet_dimensions:100%
behavior                   10  0.00335  onet_dimensions      onet_dimensions:30%  dwas:30%  onet_tasks:20%
procedures                 10  0.00335  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  inference:10%
physical                   10  0.00335  onet_dimensions      onet_dimensions:60%  onet_tasks:20%  dwas:10%
resources                  10  0.00335  onet_dimensions      onet_dimensions:90%  onet_tasks:10%
body                       10  0.00335  onet_dimensions      onet_dimensions:100%
orientation                10  0.00335  onet_dimensions      onet_dimensions:90%  inference:10%
discuss                     9  0.00301  dwas                 dwas:67%  onet_tasks:33%
programs                    9  0.00301  onet_dimensions      onet_dimensions:44%  dwas:33%  onet_tasks:22%
progress                    9  0.00301  dwas                 dwas:56%  onet_tasks:33%  inference:11%
quickly                     9  0.00301  onet_dimensions      onet_dimensions:100%
academic                    8  0.00268  inference            inference:50%  onet_tasks:38%  dwas:12%
development                 8  0.00268  onet_tasks           onet_tasks:50%  dwas:25%  inference:25%
parents                     8  0.00268  onet_tasks           onet_tasks:38%  dwas:38%  wikipedia:12%
objectives                  8  0.00268  onet_tasks           onet_tasks:38%  onet_dimensions:25%  dwas:25%
appropriate                 8  0.00268  onet_dimensions      onet_dimensions:62%  inference:25%  onet_tasks:12%