[Core] [65% incumbents] Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  DWAs: Teach life skills.

[Core] [65% incumbents] Develop individual educational plans (IEPs) designed to promote students' educational, physical, or social development.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [65% incumbents] Teach students personal development skills, such as goal setting, independence, or self-advocacy.
  DWAs: Teach life skills.

[Core] [65% incumbents] Develop or implement strategies to meet the needs of students with a variety of disabilities.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [65% incumbents] Observe and evaluate students' performance, behavior, social development, and physical health.
  DWAs: Monitor student performance. | Monitor student behavior, social development, or health. | Evaluate student work.

[Core] [65% incumbents] Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
  DWAs: Monitor student performance. | Teach others to use technology or equipment.

[Core] [65% incumbents] Administer tests to help determine children's developmental levels, needs, or potential.
  DWAs: Administer tests to assess educational needs or progress.

[Core] [65% incumbents] Establish and enforce rules for behavior and procedures for maintaining order among students.
  DWAs: Establish rules or policies governing student behavior.

[Core] [65% incumbents] Attend to children's basic needs by feeding them, dressing them, or changing their diapers.
  DWAs: Provide for basic needs of children.

[Core] [65% incumbents] Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  DWAs: Set up classroom materials or equipment.

[Core] [65% incumbents] Monitor teachers or teacher assistants to ensure adherence to special education program requirements.
  DWAs: Direct activities of subordinates.

[Core] [65% incumbents] Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems.
  DWAs: Discuss problems or issues with supervisors. | Discuss student progress with parents or guardians.

[Core] [65% incumbents] Maintain accurate and complete student records as required by laws, district policies, or administrative regulations.
  DWAs: Maintain student records.

[Core] [65% incumbents] Establish and communicate clear objectives for all lessons, units, and projects to students, parents, or guardians.
  DWAs: Develop instructional objectives.

[Core] [65% incumbents] Modify the general preschool curriculum for students with disabilities.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Core] [65% incumbents] Provide assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Core] [65% incumbents] Prepare objectives, outlines, or other materials for courses of study, following curriculum guidelines or requirements.
  DWAs: Develop instructional objectives. | Develop instructional materials.

[Core] [65% incumbents] Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Core] [65% incumbents] Read books to entire classes or to small groups.
  DWAs: Read to students.

[Core] [65% incumbents] Organize and display students' work in a manner appropriate for their perceptual skills.
  DWAs: Display student work.

[Core] [65% incumbents] Collaborate with other teachers or administrators to develop, evaluate, or revise preschool programs.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [65% incumbents] Plan and supervise experiential learning activities, such as class projects, field trips, or demonstrations.
  DWAs: Plan experiential learning activities.

[Core] [65% incumbents] Control the inventory or distribution of classroom equipment, materials, or supplies.
  DWAs: Maintain inventories of materials, equipment, or products. | Distribute instructional or library materials.

[Core] [63% incumbents] Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [63% incumbents] Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.
  DWAs: Encourage students.

[Core] [63% incumbents] Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.
  DWAs: Teach life skills.

[Core] [63% incumbents] Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs).
  DWAs: Develop strategies or programs for students with special needs. | Collaborate with other teaching professionals to develop educational programs.

[Core] [63% incumbents] Encourage students to explore learning opportunities or persevere with challenging tasks to prepare them for later grades.
  DWAs: Encourage students.

[Core] [63% incumbents] Meet with parents or guardians to discuss their children's progress, advise them on using community resources, or teach skills for dealing with students' impairments.
  DWAs: Discuss student progress with parents or guardians.

[Core] [63% incumbents] Organize and supervise games or other recreational activities to promote physical, mental, or social development.
  DWAs: Plan educational activities.

[Core] [63% incumbents] Prepare reports on students and activities as required by administration.
  DWAs: Prepare reports detailing student activities or performance.

[Core] [63% incumbents] Arrange indoor or outdoor space to facilitate creative play, motor-skill activities, or safety.
  DWAs: Set up classroom materials or equipment.

[Core] [63% incumbents] Present information in audio-visual or interactive formats, using computers, television, audio-visual aids, or other equipment, materials, or technologies.
  DWAs: Create technology-based learning materials.

[Core] [63% incumbents] Prepare assignments for teacher assistants or volunteers.
  DWAs: Develop instructional materials.

[Supplemental] [63% incumbents] Coordinate placement of students with special needs into mainstream classes.
  DWAs: Develop strategies or programs for students with special needs.

[Supplemental] [63% incumbents] Serve meals or snacks in accordance with nutritional guidelines.
  DWAs: Provide for basic needs of children.

--- SKILLS ---
  Speaking (imp:4.12 lvl:4.25) — Talking to others to convey information effectively.
  Active Listening (imp:4.00 lvl:4.12) — Giving full attention to what other people are saying, taking time to understand
  Reading Comprehension (imp:3.88 lvl:4.12) — Understanding written sentences and paragraphs in work-related documents.
  Critical Thinking (imp:3.88 lvl:3.88) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Writing (imp:3.75 lvl:4.00) — Communicating effectively in writing as appropriate for the needs of the audienc
  Learning Strategies (imp:3.75 lvl:4.00) — Selecting and using training/instructional methods and procedures appropriate fo
  Monitoring (imp:3.75 lvl:4.00) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Active Learning (imp:3.62 lvl:3.75) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.25 lvl:2.12) — Using mathematics to solve problems.
  Science (imp:2.00 lvl:1.50) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  English Language (imp:4.50 lvl:4.10) — Knowledge of the structure and content of the English language including the mea
  Education and Training (imp:4.23 lvl:4.29) — Knowledge of principles and methods for curriculum and training design, teaching
  Psychology (imp:3.82 lvl:3.81) — Knowledge of human behavior and performance; individual differences in ability, 
  Public Safety and Security (imp:3.38 lvl:2.53) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Therapy and Counseling (imp:3.28 lvl:3.19) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Computers and Electronics (imp:3.25 lvl:3.52) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Administrative (imp:3.09 lvl:3.94) — Knowledge of administrative and office procedures and systems such as word proce
  Customer and Personal Service (imp:3.06 lvl:3.54) — Knowledge of principles and processes for providing customer and personal servic
  Sociology and Anthropology (imp:2.98 lvl:2.84) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Medicine and Dentistry (imp:2.94 lvl:2.12) — Knowledge of the information and techniques needed to diagnose and treat human i
  Philosophy and Theology (imp:2.91 lvl:2.77) — Knowledge of different philosophical systems and religions. This includes their 
  Mathematics (imp:2.85 lvl:2.79) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Communications and Media (imp:2.77 lvl:2.43) — Knowledge of media production, communication, and dissemination techniques and m
  Law and Government (imp:2.66 lvl:1.97) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Foreign Language (imp:2.56 lvl:1.65) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Administration and Management (imp:2.40 lvl:1.60) — Knowledge of business and management principles involved in strategic planning, 
  Transportation (imp:2.39 lvl:1.28) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Geography (imp:2.32 lvl:1.95) — Knowledge of principles and methods for describing the features of land, sea, an
  History and Archeology (imp:2.15 lvl:1.84) — Knowledge of historical events and their causes, indicators, and effects on civi
  Telecommunications (imp:2.15 lvl:0.83) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Biology (imp:1.73 lvl:1.09) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Personnel and Human Resources (imp:1.69 lvl:0.91) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Fine Arts (imp:1.63 lvl:0.77) — Knowledge of the theory and techniques required to compose, produce, and perform
  Chemistry (imp:1.40 lvl:0.76) — Knowledge of the chemical composition, structure, and properties of substances a
  Physics (imp:1.28 lvl:0.35) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Food Production (imp:1.27 lvl:0.58) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Mechanical (imp:1.21) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Sales and Marketing (imp:1.17) — Knowledge of principles and methods for showing, promoting, and selling products
  Engineering and Technology (imp:1.17) — Knowledge of the practical application of engineering science and technology. Th
  Production and Processing (imp:1.16) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Design (imp:1.15) — Knowledge of design techniques, tools, and principles involved in production of 
  Economics and Accounting (imp:1.05) — Knowledge of economic and accounting principles and practices, the financial mar
  Building and Construction (imp:1.00) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Oral Expression (imp:4.12 lvl:4.00) — The ability to communicate information and ideas in speaking so others will unde
  Oral Comprehension (imp:4.00 lvl:4.12) — The ability to listen to and understand information and ideas presented through 
  Written Comprehension (imp:4.00 lvl:4.00) — The ability to read and understand information and ideas presented in writing.
  Problem Sensitivity (imp:4.00 lvl:4.25) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Clarity (imp:4.00 lvl:3.88) — The ability to speak clearly so others can understand you.
  Deductive Reasoning (imp:3.88 lvl:4.12) — The ability to apply general rules to specific problems to produce answers that 
  Written Expression (imp:3.75 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Inductive Reasoning (imp:3.75 lvl:4.00) — The ability to combine pieces of information to form general rules or conclusion
  Speech Recognition (imp:3.50 lvl:3.50) — The ability to identify and understand the speech of another person.
  Information Ordering (imp:3.38 lvl:3.50) — The ability to arrange things or actions in a certain order or pattern according
  Selective Attention (imp:3.38 lvl:3.25) — The ability to concentrate on a task over a period of time without being distrac
  Near Vision (imp:3.38 lvl:3.50) — The ability to see details at close range (within a few feet of the observer).
  Fluency of Ideas (imp:3.25 lvl:3.38) — The ability to come up with a number of ideas about a topic (the number of ideas
  Category Flexibility (imp:3.00 lvl:3.38) — The ability to generate or use different sets of rules for combining or grouping
  Time Sharing (imp:3.00 lvl:2.88) — The ability to shift back and forth between two or more activities or sources of
  Originality (imp:2.88 lvl:3.62) — The ability to come up with unusual or clever ideas about a given topic or situa
  Far Vision (imp:2.88 lvl:2.88) — The ability to see details at a distance.
  Auditory Attention (imp:2.75 lvl:2.50) — The ability to focus on a single source of sound in the presence of other distra
  Flexibility of Closure (imp:2.62 lvl:2.75) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Memorization (imp:2.50 lvl:2.62) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.50 lvl:2.50) — The ability to quickly make sense of, combine, and organize information into mea
  Perceptual Speed (imp:2.50 lvl:2.38) — The ability to quickly and accurately compare similarities and differences among
  Trunk Strength (imp:2.38 lvl:2.25) — The ability to use your abdominal and lower back muscles to support part of the 
  Visualization (imp:2.25 lvl:2.50) — The ability to imagine how something will look after it is moved around or when 
  Hearing Sensitivity (imp:2.25 lvl:2.00) — The ability to detect or tell the differences between sounds that vary in pitch 
  Arm-Hand Steadiness (imp:2.12 lvl:2.00) — The ability to keep your hand and arm steady while moving your arm or while hold
  Manual Dexterity (imp:2.12 lvl:1.88) — The ability to quickly move your hand, your hand together with your arm, or your
  Gross Body Coordination (imp:2.12 lvl:1.88) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Visual Color Discrimination (imp:2.12 lvl:1.88) — The ability to match or detect differences between colors, including shades of c
  Mathematical Reasoning (imp:2.00 lvl:1.88) — The ability to choose the right mathematical methods or formulas to solve a prob
  Number Facility (imp:2.00 lvl:1.88) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Finger Dexterity (imp:2.00 lvl:2.00) — The ability to make precisely coordinated movements of the fingers of one or bot
  Static Strength (imp:2.00 lvl:1.62) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Dynamic Strength (imp:2.00 lvl:1.62) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Stamina (imp:2.00 lvl:1.50) — The ability to exert yourself physically over long periods of time without getti
  Extent Flexibility (imp:2.00 lvl:1.88) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Gross Body Equilibrium (imp:2.00 lvl:1.50) — The ability to keep or regain your body balance or stay upright when in an unsta
  Multilimb Coordination (imp:1.88 lvl:1.62) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Wrist-Finger Speed (imp:1.88 lvl:1.38) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Depth Perception (imp:1.88 lvl:1.12) — The ability to judge which of several objects is closer or farther away from you
  Explosive Strength (imp:1.75 lvl:1.12) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Control Precision (imp:1.62 lvl:1.12) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Response Orientation (imp:1.38 lvl:0.50) — The ability to choose quickly between two or more movements in response to two o
  Sound Localization (imp:1.38 lvl:0.50) — The ability to tell the direction from which a sound originated.
  Spatial Orientation (imp:1.25 lvl:0.50) — The ability to know your location in relation to the environment or to know wher
  Glare Sensitivity (imp:1.25 lvl:0.38) — The ability to see objects in the presence of a glare or bright lighting.
  Dynamic Flexibility (imp:1.12 lvl:0.12) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Peripheral Vision (imp:1.12 lvl:0.12) — The ability to see objects or movement of objects to one's side when the eyes ar
  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.
  Night Vision (imp:1.00) — The ability to see under low-light conditions.

--- WORK ACTIVITIES ---
  Getting Information (imp:4.45 lvl:4.32) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Assisting and Caring for Others (imp:4.35 lvl:4.39) — Providing personal assistance, medical attention, emotional support, or other pe
  Communicating with Supervisors, Peers, or Subordinates (imp:4.29 lvl:4.69) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Documenting/Recording Information (imp:4.22 lvl:3.93) — Entering, transcribing, recording, storing, or maintaining information in writte
  Establishing and Maintaining Interpersonal Relationships (imp:4.21 lvl:4.82) — Developing constructive and cooperative working relationships with others, and m
  Training and Teaching Others (imp:4.13 lvl:4.24) — Identifying the educational needs of others, developing formal educational or tr
  Organizing, Planning, and Prioritizing Work (imp:4.06 lvl:4.81) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Working with Computers (imp:4.03 lvl:3.26) — Using computers and computer systems (including hardware and software) to progra
  Developing Objectives and Strategies (imp:3.92 lvl:4.12) — Establishing long-range objectives and specifying the strategies and actions to 
  Evaluating Information to Determine Compliance with Standards (imp:3.76 lvl:3.61) — Using relevant information and individual judgment to determine whether events o
  Monitoring Processes, Materials, or Surroundings (imp:3.75 lvl:4.13) — Monitoring and reviewing information from materials, events, or the environment,
  Identifying Objects, Actions, and Events (imp:3.74 lvl:4.20) — Identifying information by categorizing, estimating, recognizing differences or 
  Interpreting the Meaning of Information for Others (imp:3.66 lvl:3.39) — Translating or explaining what information means and how it can be used.
  Coaching and Developing Others (imp:3.62 lvl:3.94) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Updating and Using Relevant Knowledge (imp:3.61 lvl:4.43) — Keeping up-to-date technically and applying new knowledge to your job.
  Making Decisions and Solving Problems (imp:3.57 lvl:3.77) — Analyzing information and evaluating results to choose the best solution and sol
  Developing and Building Teams (imp:3.55 lvl:3.23) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Coordinating the Work and Activities of Others (imp:3.49 lvl:3.89) — Getting members of a group to work together to accomplish tasks.
  Analyzing Data or Information (imp:3.44 lvl:3.76) — Identifying the underlying principles, reasons, or facts of information by break
  Thinking Creatively (imp:3.41 lvl:3.78) — Developing, designing, or creating new applications, ideas, relationships, syste
  Processing Information (imp:3.22 lvl:3.56) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Communicating with People Outside the Organization (imp:3.22 lvl:3.32) — Communicating with people outside the organization, representing the organizatio
  Performing General Physical Activities (imp:3.21 lvl:3.29) — Performing general physical activities includes doing activities that require co
  Performing Administrative Activities (imp:3.21 lvl:3.23) — Performing day-to-day administrative tasks such as maintaining information files
  Scheduling Work and Activities (imp:3.20 lvl:3.80) — Scheduling events, programs, and activities, as well as the work of others.
  Handling and Moving Objects (imp:3.07 lvl:4.24) — Using hands and arms in handling, installing, positioning, and moving materials,
  Performing for or Working Directly with the Public (imp:3.03 lvl:3.26) — Performing for people or dealing directly with the public. This includes serving
  Resolving Conflicts and Negotiating with Others (imp:3.01 lvl:3.20) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Judging the Qualities of Objects, Services, or People (imp:2.98 lvl:2.75) — Assessing the value, importance, or quality of things or people.
  Guiding, Directing, and Motivating Subordinates (imp:2.78 lvl:2.49) — Providing guidance and direction to subordinates, including setting performance 
  Providing Consultation and Advice to Others (imp:2.76 lvl:2.87) — Providing guidance and expert advice to management or other groups on technical,
  Inspecting Equipment, Structures, or Materials (imp:2.65 lvl:2.30) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Selling or Influencing Others (imp:2.16 lvl:1.79) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.10 lvl:1.67) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Staffing Organizational Units (imp:1.98 lvl:1.38) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Monitoring and Controlling Resources (imp:1.97 lvl:1.83) — Monitoring and controlling resources and overseeing the spending of money.
  Controlling Machines and Processes (imp:1.83 lvl:1.45) — Using either control mechanisms or direct physical activity to operate machines 
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.68 lvl:1.19) — Providing documentation, detailed instructions, drawings, or specifications to t
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.55 lvl:0.83) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.42 lvl:0.88) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Repairing and Maintaining Electronic Equipment (imp:1.37 lvl:0.60) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,

--- WORK STYLES ---
  Integrity (imp:10.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:9.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:8.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:7.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:6.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:5.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Perseverance (imp:4.00) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Adaptability (imp:3.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Cooperation (imp:3.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Dependability (imp:2.93) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Optimism (imp:2.58) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Self-Control (imp:2.46) — A tendency to remain calm and composed and to manage emotions effectively in res
  Sincerity (imp:2.42) — A tendency to be genuine and sincere in interactions with others at work, withou
  Social Orientation (imp:2.40) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Integrity (imp:2.32) — A tendency to be honest and ethical at work.
  Adaptability (imp:2.30) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Stress Tolerance (imp:2.13) — A tendency to cope and function effectively in stressful situations at work.
  Perseverance (imp:2.12) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Attention to Detail (imp:2.05) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Sincerity (imp:2.00) — A tendency to be genuine and sincere in interactions with others at work, withou
  Cautiousness (imp:1.82) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Initiative (imp:1.72) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Humility (imp:1.63) — A tendency to be modest and humble when interacting with others at work.
  Innovation (imp:1.58) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation (imp:1.58) — 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 
  Intellectual Curiosity (imp:1.54) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity (imp:1.45) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Leadership Orientation (imp:1.21) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  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
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  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.
  Dependability () — A tendency to be reliable, responsible, and consistent in meeting work-related o

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:3.88 lvl:4.00) — Being aware of others' reactions and understanding why they react as they do.
  Instructing (imp:3.62 lvl:3.25) — Teaching others how to do something.
  Service Orientation (imp:3.62 lvl:3.50) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:3.38 lvl:3.38) — Considering the relative costs and benefits of potential actions to choose the m
  Coordination (imp:3.25 lvl:3.50) — Adjusting actions in relation to others' actions.
  Complex Problem Solving (imp:3.25 lvl:3.38) — Identifying complex problems and reviewing related information to develop and ev
  Systems Analysis (imp:3.12 lvl:3.25) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:3.12 lvl:3.25) — Identifying measures or indicators of system performance and the actions needed 
  Time Management (imp:3.12 lvl:3.00) — Managing one's own time and the time of others.
  Persuasion (imp:3.00 lvl:3.12) — Persuading others to change their minds or behavior.
  Negotiation (imp:2.88 lvl:2.88) — Bringing others together and trying to reconcile differences.
  Management of Personnel Resources (imp:2.62 lvl:2.75) — Motivating, developing, and directing people as they work, identifying the best 
  Quality Control Analysis (imp:1.88 lvl:1.25) — Conducting tests and inspections of products, services, or processes to evaluate
  Operations Analysis (imp:1.75 lvl:1.25) — Analyzing needs and product requirements to create a design.
  Programming (imp:1.75 lvl:1.00) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.75 lvl:1.25) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Management of Material Resources (imp:1.62 lvl:1.12) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Technology Design (imp:1.50 lvl:0.75) — Generating or adapting equipment and technology to serve user needs.
  Troubleshooting (imp:1.38 lvl:0.50) — Determining causes of operating errors and deciding what to do about it.
  Management of Financial Resources (imp:1.25 lvl:0.38) — Determining how money will be spent to get the work done, and accounting for the
  Equipment Selection (imp:1.12 lvl:0.25) — 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 : 29,510
  annual_median    : $64,830
  annual_pct10     : $45,620
  annual_pct25     : $52,210
  annual_pct75     : $91,660
  annual_pct90     : $130,040
  annual_mean      : $76,380
  hourly_median    : N/A

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Massachusetts ($99,070)
  lowest_state     : Arkansas ($35,580)
  dispersion_ratio : 2.784x

--- TOP STATES BY WAGE (45 total) ---
  Educational Services                     emp:   19,590  median: $  65,670
  Health Care and Social Assistance        emp:    9,150  median: $  61,660
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:      740  median: $  73,060
  Other Services (except Public Administration) emp:       30  median: $  47,830

--- TOP INDUSTRIES BY EMPLOYMENT (4 total) ---
  Educational Services                     emp:   19,590  median: $  65,670
  Health Care and Social Assistance        emp:    9,150  median: $  61,660
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:      740  median: $  73,060
  Other Services (except Public Administration) emp:       30  median: $  47,830

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         : 2026-06-02T21:13:35.593650Z

--- SEMANTIC NEIGHBORS (5) ---

  Title: Preschool (similarity: 0.3913)
  URL: https://en.wikipedia.org/wiki/Preschool
  QID: Q1076052
  Extract: A preschool, also known as pre-primary school, play school, or nursery school, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school. It may be publicly or privately operated and may be subsidized fro

  Title: Universal preschool (similarity: 0.5000)
  URL: https://en.wikipedia.org/wiki/Universal_preschool
  QID: Q7894149
  Extract: Universal preschool is an international movement supporting the use of public funding to provide preschool education to all families. This movement is focused on promoting a global, rather than local, preschool program. The goal is to provide equity across all socioeconomic backgrounds, enabling chi

  Title: Early childhood education (similarity: 0.4516)
  URL: https://en.wikipedia.org/wiki/Early_childhood_education
  QID: Q1472221
  Extract: Early childhood education (ECE) is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.

  Title: Education in China (similarity: 0.4364)
  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: Reggio Emilia approach (similarity: 0.3051)
  URL: https://en.wikipedia.org/wiki/Reggio_Emilia_approach
  QID: Q2137580
  Extract: The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence based on comprehensive O*NET data including detailed tasks, work activities, and related occupations. BLS wage data and employment figures provide solid market intelligence foundation.
inferred_at          : 2026-06-03T17:28:52.991755+00:00
tokens_input         : 4,672
tokens_output        : 4,213
cost_usd             : $0.046292
wikipedia_used       : False
wikipedia_title      : None
wikipedia_note       : No exact Wikipedia match found, though 'Universal preschool' and 'Early childhood education' provide relevant context about the preschool education field. The specialized nature of this role combining special education and preschool instruction represents a niche not covered by standard Wikipedia education articles.

--- PROSE FIELDS ---

ROLE SUMMARY:
Special Education Teachers, Preschool specialize in teaching academic, social, and life skills to preschool-aged children with learning, emotional, or physical disabilities. They develop and implement individualized educational programs (IEPs) tailored to each child's unique needs and developmental challenges. These educators work with diverse populations including children who are blind or visually impaired, deaf or hearing impaired, and those with intellectual disabilities.

DAY IN THE LIFE:
Special education preschool teachers begin by observing and evaluating students' performance, behavior, social development, and physical health to inform daily instruction. They teach socially acceptable behavior using techniques like behavior modification and positive reinforcement while developing individual educational plans designed to promote students' educational, physical, and social development. Throughout the day, they instruct students in personal development skills such as goal setting, independence, and self-advocacy, while also attending to basic needs like feeding, dressing, and diaper changes. They prepare classrooms with varied materials and resources for exploration and learning, establish behavioral rules and procedures, and administer developmental assessments to determine children's needs and potential.

WHO THRIVES:
Individuals who excel in this role demonstrate exceptional integrity, cooperation, and social orientation as their core work styles. They possess strong oral expression and comprehension abilities, coupled with high problem sensitivity and speech clarity for effective communication with young children who have diverse communication needs. Success requires individuals with strong psychological insight, patience, and stress tolerance to manage challenging behaviors while maintaining self-control. Those who thrive typically have deep empathy, cultural sensitivity, and the ability to establish meaningful interpersonal relationships with children, families, and multidisciplinary teams.

CAREER ENTRY:
Entry requires extensive preparation with most positions requiring a bachelor's degree (31.7%) or post-baccalaureate certificate (31.7%), while nearly a quarter hold master's degrees (24.3%). Candidates need specialized training in special education methodology, child development, and disability-specific interventions. State teaching certification in special education and early childhood education is typically required, along with supervised student teaching experience with preschool-aged children with disabilities.

CAREER TRAJECTORY:
Career advancement often leads to specialized roles such as Early Intervention Specialists, program coordinators, or administrative positions in special education departments. Many professionals pursue advanced degrees to become special education supervisors, curriculum specialists, or move into related fields like school psychology or occupational therapy. Some transition to consulting roles, teacher training positions, or policy development within educational services organizations.

MARKET INTELLIGENCE:
The field employs 29,510 professionals nationwide with a median annual salary of $64,830 according to BLS OEWS May 2025. Wages vary significantly by geography, ranging from $35,580 in Arkansas to $99,070 in Massachusetts, representing a 2.78x ratio between highest and lowest paying states. Educational Services employs the majority (19,590), followed by Health Care and Social Assistance (9,150), indicating strong demand across multiple sectors. The specialized nature of this role and increasing awareness of early intervention benefits suggest stable to growing demand, particularly as inclusive education policies expand.

AUTOMATION OUTLOOK:
This role has low automation risk due to its emphasis on human-centered activities like assisting and caring for others, establishing interpersonal relationships, and training/teaching others. The work requires high emotional intelligence, adaptability to individual student needs, and complex decision-making that current AI cannot replicate effectively.

--- REASONED EDGES ---
  [career_pathway] Special Education Teachers, Kindergarten (25-2055.00) — confidence:high
    reasoning: Both roles share identical special education methodology with progression from preschool to kindergarten representing natural career advancement.
    data: Related occupation primary-short designation
    data: Identical Education and Training knowledge (4.2 imp, 4.3 lvl)
    data: Similar IEP development tasks
  [skill_overlap] Preschool Teachers, Except Special Education (25-2011.00) — confidence:high
    reasoning: Both roles share core preschool teaching competencies including child development knowledge and classroom management with same age group.
    data: Related occupation primary-long designation
    data: Shared preschool age focus
    data: Common classroom preparation tasks
  [task_similarity] Teaching Assistants, Special Education (25-9043.00) — confidence:high
    reasoning: Both roles involve assisting and caring for others (4.3 imp) and supporting students with disabilities through behavior modification techniques.
    data: Related occupation primary-long designation
    data: Shared Assisting and Caring for Others work activity
    data: Common behavior modification techniques
  [knowledge_overlap] Mental Health and Substance Abuse Social Workers (21-1023.00) — confidence:medium
    reasoning: Both roles require Psychology knowledge (3.8 imp) and Therapy and Counseling knowledge for addressing emotional and behavioral needs.
    data: Psychology knowledge requirement
    data: Therapy and Counseling knowledge (3.3 imp)
    data: Social-oriented RIASEC profile (S:7.00)
  [riasec_cluster] Speech-Language Pathologists (29-1127.00) — confidence:medium
    reasoning: Both roles share strong Social orientation (S:7.00) and require high Speech Clarity ability (4.0 imp) for communication interventions.
    data: Social RIASEC orientation
    data: Speech Clarity ability requirement (4.0 imp)
    data: Communication-focused interventions

--- NORMALIZER SIGNALS ---
  match_keywords   : ['special education preschool', 'early childhood special education', 'preschool special needs', 'developmental disabilities preschool', 'autism preschool teacher', 'early intervention teacher', 'ECSE teacher', 'preschool IEP']
  exclude_keywords : ['elementary special education', 'secondary special education', 'general preschool', 'daycare worker', 'babysitter']
  title_patterns   : ['Special Education Teacher*Preschool', 'Early Childhood Special Education*', 'Preschool*Special*', 'ECSE*', '*Early Intervention*']
  common_variations: ['Early Childhood Special Education Teacher', 'ECSE Teacher', 'Early Intervention Specialist', 'Preschool Special Needs Teacher', 'Early Childhood Special Educator', 'Developmental Preschool Teacher', 'Autism Preschool Teacher', 'Early Intervention Teacher']

total_terms    : 40
top_words      : ['tendency', 'others', 'equipment', 'needs', 'students', 'materials', 'activities', 'educational', 'preschool', 'social', 'children', 'special', 'principles', 'student', 'control', 'techniques', 'learning', 'programs', 'teaching', 'behavior']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01417  onet_dimensions      onet_dimensions:100%
others                     41  0.01383  onet_dimensions      onet_dimensions:93%  inference:5%  dwas:2%
equipment                  30  0.01012  onet_dimensions      onet_dimensions:77%  dwas:13%  onet_tasks:10%
needs                      28  0.00944  dwas                 dwas:36%  onet_dimensions:29%  onet_tasks:18%
students                   27  0.00911  onet_tasks           onet_tasks:56%  dwas:33%  inference:11%
materials                  24  0.00809  onet_dimensions      onet_dimensions:42%  dwas:33%  onet_tasks:21%
activities                 19  0.00641  onet_dimensions      onet_dimensions:47%  onet_tasks:26%  dwas:21%
educational                18  0.00607  dwas                 dwas:28%  inference:28%  onet_tasks:22%
preschool                  18  0.00607  wikipedia            wikipedia:44%  inference:39%  onet_tasks:17%
social                     17  0.00573  onet_tasks           onet_tasks:29%  onet_dimensions:29%  inference:29%
children                   17  0.00573  inference            inference:35%  onet_tasks:29%  wikipedia:24%
special                    17  0.00573  inference            inference:41%  dwas:35%  onet_tasks:24%
principles                 17  0.00573  onet_dimensions      onet_dimensions:94%  wikipedia:6%
student                    15  0.00506  dwas                 dwas:73%  inference:13%  onet_tasks:7%
control                    14  0.00472  onet_dimensions      onet_dimensions:86%  onet_tasks:7%  inference:7%
techniques                 13  0.00438  onet_dimensions      onet_dimensions:77%  onet_tasks:15%  inference:8%
learning                   13  0.00438  onet_dimensions      onet_dimensions:31%  onet_tasks:23%  dwas:15%
programs                   13  0.00438  dwas                 dwas:54%  onet_dimensions:31%  onet_tasks:8%
teaching                   13  0.00438  onet_dimensions      onet_dimensions:38%  inference:31%  dwas:23%
behavior                   12  0.00405  onet_tasks           onet_tasks:33%  onet_dimensions:25%  inference:25%
physical                   12  0.00405  onet_dimensions      onet_dimensions:50%  onet_tasks:25%  inference:25%
development                12  0.00405  onet_tasks           onet_tasks:42%  inference:42%  dwas:8%
performance                12  0.00405  onet_dimensions      onet_dimensions:58%  dwas:25%  onet_tasks:8%
resources                  12  0.00405  onet_dimensions      onet_dimensions:75%  onet_tasks:17%  inference:8%
includes                   12  0.00405  onet_dimensions      onet_dimensions:100%
objects                    12  0.00405  onet_dimensions      onet_dimensions:100%
self                       11  0.00371  onet_dimensions      onet_dimensions:55%  wikipedia:18%  inference:18%
strategies                 11  0.00371  dwas                 dwas:45%  onet_dimensions:36%  onet_tasks:18%
rules                      11  0.00371  onet_dimensions      onet_dimensions:73%  onet_tasks:9%  dwas:9%
problems                   11  0.00371  onet_dimensions      onet_dimensions:82%  onet_tasks:9%  dwas:9%
ideas                      11  0.00371  onet_dimensions      onet_dimensions:100%
procedures                 10  0.00337  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  inference:10%
body                       10  0.00337  onet_dimensions      onet_dimensions:100%
orientation                10  0.00337  onet_dimensions      onet_dimensions:90%  inference:10%
teach                       9  0.00303  onet_tasks           onet_tasks:44%  dwas:44%  inference:11%
personal                    9  0.00303  onet_dimensions      onet_dimensions:67%  onet_tasks:22%  inference:11%
quickly                     9  0.00303  onet_dimensions      onet_dimensions:100%
developing                  9  0.00303  onet_dimensions      onet_dimensions:89%  inference:11%
maintaining                 8  0.00270  onet_dimensions      onet_dimensions:75%  onet_tasks:12%  inference:12%
monitoring                  8  0.00270  onet_dimensions      onet_dimensions:100%