[Core] [108% 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] [108% incumbents] Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
  DWAs: Develop strategies or programs for students with special needs. | Collaborate with other teaching professionals to develop educational programs.

[Core] [108% incumbents] Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [108% incumbents] Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  DWAs: Develop instructional objectives.

[Core] [108% 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] [108% 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] [108% incumbents] Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  DWAs: Develop instructional objectives.

[Core] [108% incumbents] Guide and counsel students with adjustments, academic problems, or special academic interests.
  DWAs: Advise students on academic or career matters.

[Core] [108% incumbents] Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
  DWAs: Direct activities of subordinates.

[Core] [108% incumbents] Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [108% incumbents] Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
  DWAs: Plan educational activities. | Document lesson plans.

[Core] [108% incumbents] Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
  DWAs: Discuss student progress with parents or guardians.

[Core] [108% incumbents] Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
  DWAs: Plan experiential learning activities.

[Supplemental] [108% incumbents] Provide interpretation and transcription of regular classroom materials through Braille and sign language.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Supplemental] [108% incumbents] Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
  DWAs: Coordinate student extracurricular activities.

[Supplemental] [108% incumbents] Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
  DWAs: Tutor students who need extra assistance.

[Core] [107% 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] [107% incumbents] Prepare materials and classrooms for class activities.
  DWAs: Set up classroom materials or equipment.

[Core] [107% incumbents] Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  DWAs: Teach life skills.

[Core] [107% incumbents] Teach personal development skills, such as goal setting, independence, and self-advocacy.
  DWAs: Teach life skills.

[Core] [107% incumbents] Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  DWAs: Encourage students.

[Core] [107% incumbents] Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies.
  DWAs: Modify teaching methods or materials to accommodate student needs.

[Core] [107% incumbents] Coordinate placement of students with special needs into mainstream classes.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [107% 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] [107% incumbents] Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
  DWAs: Discuss student progress with parents or guardians.

[Core] [107% incumbents] Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Core] [107% incumbents] Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  DWAs: Apply multiple teaching methods.

[Core] [107% incumbents] Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
  DWAs: Teach life skills.

[Core] [107% incumbents] Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
  DWAs: Administer tests to assess educational needs or progress.

[Core] [107% 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] [107% incumbents] Attend staff meetings and serve on committees, as required.
  DWAs: Serve on institutional or departmental committees.

[Supplemental] [107% incumbents] Provide additional instruction in vocational areas.
  DWAs: Teach vocational courses.

[Supplemental] [107% 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.

[Supplemental] [107% incumbents] Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
  DWAs: Supervise school or student activities.

[Supplemental] [107% 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.

[Core] [106% 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] [106% incumbents] Meet with other professionals to discuss individual students' needs and progress.
  DWAs: Discuss problems or issues with supervisors.

[Core] [106% incumbents] Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  DWAs: Create technology-based learning materials.

[Core] [106% incumbents] Prepare, administer, and grade tests and assignments to evaluate students' progress.
  DWAs: Administer tests to assess educational needs or progress. | Prepare tests. | Evaluate student work.

[Core] [105% incumbents] Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  DWAs: Develop strategies or programs for students with special needs.

[EMERGING:New] Monitor students using personal electronics or school-issued technology.

--- SKILLS ---
  Learning Strategies (imp:4.12 lvl:4.75) — Selecting and using training/instructional methods and procedures appropriate fo
  Reading Comprehension (imp:4.00 lvl:4.00) — Understanding written sentences and paragraphs in work-related documents.
  Speaking (imp:4.00 lvl:4.00) — Talking to others to convey information effectively.
  Active Listening (imp:3.88 lvl:4.00) — Giving full attention to what other people are saying, taking time to understand
  Writing (imp:3.88 lvl:4.00) — Communicating effectively in writing as appropriate for the needs of the audienc
  Monitoring (imp:3.88 lvl:4.00) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Critical Thinking (imp:3.75 lvl:3.88) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Active Learning (imp:3.38 lvl:3.88) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.62 lvl:2.50) — Using mathematics to solve problems.
  Science (imp:1.88 lvl:1.62) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Education and Training (imp:4.79 lvl:5.77) — Knowledge of principles and methods for curriculum and training design, teaching
  English Language (imp:4.61 lvl:4.92) — Knowledge of the structure and content of the English language including the mea
  Psychology (imp:4.18 lvl:4.88) — Knowledge of human behavior and performance; individual differences in ability, 
  Customer and Personal Service (imp:3.89 lvl:4.42) — Knowledge of principles and processes for providing customer and personal servic
  Therapy and Counseling (imp:3.56 lvl:4.53) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Administrative (imp:3.54 lvl:4.28) — Knowledge of administrative and office procedures and systems such as word proce
  Computers and Electronics (imp:3.54 lvl:3.80) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Mathematics (imp:3.44 lvl:4.09) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Public Safety and Security (imp:3.34 lvl:3.05) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Administration and Management (imp:3.32 lvl:2.99) — Knowledge of business and management principles involved in strategic planning, 
  Sociology and Anthropology (imp:3.28 lvl:3.98) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Law and Government (imp:3.08 lvl:3.20) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Personnel and Human Resources (imp:2.90 lvl:2.80) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Communications and Media (imp:2.88 lvl:2.70) — Knowledge of media production, communication, and dissemination techniques and m
  Geography (imp:2.58 lvl:3.27) — Knowledge of principles and methods for describing the features of land, sea, an
  Philosophy and Theology (imp:2.44 lvl:3.44) — Knowledge of different philosophical systems and religions. This includes their 
  Biology (imp:2.41 lvl:2.87) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  History and Archeology (imp:2.35 lvl:2.53) — Knowledge of historical events and their causes, indicators, and effects on civi
  Medicine and Dentistry (imp:2.27 lvl:2.05) — Knowledge of the information and techniques needed to diagnose and treat human i
  Foreign Language (imp:2.20 lvl:2.00) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Telecommunications (imp:2.19 lvl:1.37) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Transportation (imp:2.18 lvl:1.71) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Engineering and Technology (imp:2.09 lvl:1.64) — Knowledge of the practical application of engineering science and technology. Th
  Design (imp:2.08 lvl:2.10) — Knowledge of design techniques, tools, and principles involved in production of 
  Chemistry (imp:2.08 lvl:1.78) — Knowledge of the chemical composition, structure, and properties of substances a
  Economics and Accounting (imp:2.02 lvl:1.34) — Knowledge of economic and accounting principles and practices, the financial mar
  Physics (imp:2.00 lvl:1.69) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Production and Processing (imp:1.91 lvl:1.59) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Fine Arts (imp:1.83 lvl:1.56) — Knowledge of the theory and techniques required to compose, produce, and perform
  Sales and Marketing (imp:1.80 lvl:1.38) — Knowledge of principles and methods for showing, promoting, and selling products
  Mechanical (imp:1.80 lvl:1.25) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Food Production (imp:1.63 lvl:1.39) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Building and Construction (imp:1.50) — Knowledge of materials, methods, and the tools involved in the construction or r

--- ABILITIES ---
  Oral Expression (imp:4.00 lvl:4.00) — The ability to communicate information and ideas in speaking so others will unde
  Problem Sensitivity (imp:4.00 lvl:3.88) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Clarity (imp:4.00 lvl:4.12) — The ability to speak clearly so others can understand you.
  Oral Comprehension (imp:3.88 lvl:4.00) — The ability to listen to and understand information and ideas presented through 
  Written Comprehension (imp:3.88 lvl:4.00) — The ability to read and understand information and ideas presented in writing.
  Written Expression (imp:3.88 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Deductive Reasoning (imp:3.88 lvl:3.88) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.88 lvl:3.88) — The ability to combine pieces of information to form general rules or conclusion
  Speech Recognition (imp:3.88 lvl:4.12) — The ability to identify and understand the speech of another person.
  Information Ordering (imp:3.75 lvl:3.38) — The ability to arrange things or actions in a certain order or pattern according
  Near Vision (imp:3.75 lvl:3.75) — The ability to see details at close range (within a few feet of the observer).
  Fluency of Ideas (imp:3.62 lvl:3.25) — The ability to come up with a number of ideas about a topic (the number of ideas
  Originality (imp:3.00 lvl:3.75) — The ability to come up with unusual or clever ideas about a given topic or situa
  Category Flexibility (imp:3.00 lvl:3.50) — The ability to generate or use different sets of rules for combining or grouping
  Selective Attention (imp:3.00 lvl:3.00) — The ability to concentrate on a task over a period of time without being distrac
  Memorization (imp:2.88 lvl:2.88) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.88 lvl:2.88) — The ability to quickly make sense of, combine, and organize information into mea
  Flexibility of Closure (imp:2.88 lvl:3.00) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Time Sharing (imp:2.88 lvl:3.00) — The ability to shift back and forth between two or more activities or sources of
  Far Vision (imp:2.88 lvl:3.12) — The ability to see details at a distance.
  Number Facility (imp:2.75 lvl:2.88) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Perceptual Speed (imp:2.75 lvl:2.88) — The ability to quickly and accurately compare similarities and differences among
  Auditory Attention (imp:2.75 lvl:2.50) — The ability to focus on a single source of sound in the presence of other distra
  Mathematical Reasoning (imp:2.62 lvl:2.88) — The ability to choose the right mathematical methods or formulas to solve a prob
  Visualization (imp:2.62 lvl:2.75) — The ability to imagine how something will look after it is moved around or when 
  Visual Color Discrimination (imp:2.25 lvl:2.00) — The ability to match or detect differences between colors, including shades of c
  Trunk Strength (imp:2.00 lvl:2.00) — The ability to use your abdominal and lower back muscles to support part of the 
  Hearing Sensitivity (imp:2.00 lvl:1.88) — The ability to detect or tell the differences between sounds that vary in pitch 
  Multilimb Coordination (imp:1.88 lvl:0.88) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Static Strength (imp:1.88 lvl:1.12) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Gross Body Coordination (imp:1.88 lvl:1.00) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Depth Perception (imp:1.88 lvl:0.88) — The ability to judge which of several objects is closer or farther away from you
  Stamina (imp:1.75 lvl:0.75) — The ability to exert yourself physically over long periods of time without getti
  Gross Body Equilibrium (imp:1.75 lvl:0.75) — The ability to keep or regain your body balance or stay upright when in an unsta
  Arm-Hand Steadiness (imp:1.62 lvl:0.62) — The ability to keep your hand and arm steady while moving your arm or while hold
  Finger Dexterity (imp:1.62 lvl:0.88) — The ability to make precisely coordinated movements of the fingers of one or bot
  Explosive Strength (imp:1.62 lvl:0.62) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Wrist-Finger Speed (imp:1.38 lvl:0.38) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Manual Dexterity (imp:1.25 lvl:0.25) — The ability to quickly move your hand, your hand together with your arm, or your
  Spatial Orientation (imp:1.12 lvl:0.25) — The ability to know your location in relation to the environment or to know wher
  Dynamic Strength (imp:1.12 lvl:0.12) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Extent Flexibility (imp:1.12 lvl:0.12) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  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
  Control Precision (imp:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  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.
  Glare Sensitivity (imp:1.00) — The ability to see objects in the presence of a glare or bright lighting.
  Sound Localization (imp:1.00) — The ability to tell the direction from which a sound originated.

--- WORK ACTIVITIES ---
  Communicating with Supervisors, Peers, or Subordinates (imp:4.69 lvl:5.10) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Establishing and Maintaining Interpersonal Relationships (imp:4.55 lvl:5.51) — Developing constructive and cooperative working relationships with others, and m
  Monitoring Processes, Materials, or Surroundings (imp:4.54 lvl:4.90) — Monitoring and reviewing information from materials, events, or the environment,
  Working with Computers (imp:4.49 lvl:3.86) — Using computers and computer systems (including hardware and software) to progra
  Organizing, Planning, and Prioritizing Work (imp:4.47 lvl:4.86) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Documenting/Recording Information (imp:4.39 lvl:4.17) — Entering, transcribing, recording, storing, or maintaining information in writte
  Getting Information (imp:4.30 lvl:4.23) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Training and Teaching Others (imp:4.21 lvl:4.49) — Identifying the educational needs of others, developing formal educational or tr
  Thinking Creatively (imp:4.18 lvl:4.58) — Developing, designing, or creating new applications, ideas, relationships, syste
  Making Decisions and Solving Problems (imp:4.16 lvl:4.33) — Analyzing information and evaluating results to choose the best solution and sol
  Updating and Using Relevant Knowledge (imp:4.13 lvl:4.94) — Keeping up-to-date technically and applying new knowledge to your job.
  Assisting and Caring for Others (imp:4.13 lvl:4.22) — Providing personal assistance, medical attention, emotional support, or other pe
  Interpreting the Meaning of Information for Others (imp:4.11 lvl:3.97) — Translating or explaining what information means and how it can be used.
  Processing Information (imp:4.03 lvl:4.23) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Identifying Objects, Actions, and Events (imp:3.94 lvl:4.30) — Identifying information by categorizing, estimating, recognizing differences or 
  Developing Objectives and Strategies (imp:3.94 lvl:4.10) — Establishing long-range objectives and specifying the strategies and actions to 
  Evaluating Information to Determine Compliance with Standards (imp:3.89 lvl:4.11) — Using relevant information and individual judgment to determine whether events o
  Analyzing Data or Information (imp:3.74 lvl:4.01) — Identifying the underlying principles, reasons, or facts of information by break
  Coaching and Developing Others (imp:3.61 lvl:4.44) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Developing and Building Teams (imp:3.60 lvl:3.72) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Judging the Qualities of Objects, Services, or People (imp:3.58 lvl:3.77) — Assessing the value, importance, or quality of things or people.
  Scheduling Work and Activities (imp:3.51 lvl:3.83) — Scheduling events, programs, and activities, as well as the work of others.
  Communicating with People Outside the Organization (imp:3.46 lvl:3.38) — Communicating with people outside the organization, representing the organizatio
  Resolving Conflicts and Negotiating with Others (imp:3.45 lvl:3.71) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Coordinating the Work and Activities of Others (imp:3.40 lvl:3.46) — Getting members of a group to work together to accomplish tasks.
  Performing for or Working Directly with the Public (imp:3.33 lvl:3.92) — Performing for people or dealing directly with the public. This includes serving
  Performing Administrative Activities (imp:3.26 lvl:3.59) — Performing day-to-day administrative tasks such as maintaining information files
  Providing Consultation and Advice to Others (imp:3.25 lvl:3.41) — Providing guidance and expert advice to management or other groups on technical,
  Guiding, Directing, and Motivating Subordinates (imp:3.02 lvl:2.85) — Providing guidance and direction to subordinates, including setting performance 
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.76 lvl:2.40) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Performing General Physical Activities (imp:2.71 lvl:2.54) — Performing general physical activities includes doing activities that require co
  Selling or Influencing Others (imp:2.45 lvl:2.16) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Handling and Moving Objects (imp:2.30 lvl:2.97) — Using hands and arms in handling, installing, positioning, and moving materials,
  Monitoring and Controlling Resources (imp:2.20 lvl:1.95) — Monitoring and controlling resources and overseeing the spending of money.
  Inspecting Equipment, Structures, or Materials (imp:2.19 lvl:1.61) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Staffing Organizational Units (imp:2.09 lvl:2.14) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Controlling Machines and Processes (imp:2.08 lvl:1.82) — Using either control mechanisms or direct physical activity to operate machines 
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.99 lvl:1.47) — Providing documentation, detailed instructions, drawings, or specifications to t
  Repairing and Maintaining Electronic Equipment (imp:1.84 lvl:1.65) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.82 lvl:1.19) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.69 lvl:1.27) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an

--- 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:2.97) — A tendency to show concern for others and be sensitive to others' needs and feel
  Cooperation (imp:2.82) — 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
  Optimism (imp:2.35) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Self-Control (imp:2.34) — A tendency to remain calm and composed and to manage emotions effectively in res
  Social Orientation (imp:2.33) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Sincerity (imp:2.31) — 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.
  Adaptability (imp:2.21) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Stress Tolerance (imp:2.21) — 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:2.08) — 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
  Achievement Orientation (imp:1.95) — A tendency to establish and maintain personally challenging work-related goals, 
  Initiative (imp:1.72) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Intellectual Curiosity (imp:1.68) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Self-Confidence (imp:1.63) — A tendency to believe in one's work-related capabilities and ability to control 
  Humility (imp:1.63) — A tendency to be modest and humble when interacting with others at work.
  Tolerance for Ambiguity (imp:1.62) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Innovation (imp:1.60) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Cautiousness (imp:1.56) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Leadership Orientation (imp:1.48) — 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 ---
  Instructing (imp:4.12 lvl:4.00) — Teaching others how to do something.
  Social Perceptiveness (imp:3.88 lvl:4.00) — Being aware of others' reactions and understanding why they react as they do.
  Coordination (imp:3.88 lvl:3.88) — Adjusting actions in relation to others' actions.
  Service Orientation (imp:3.88 lvl:3.88) — Actively looking for ways to help people.
  Complex Problem Solving (imp:3.75 lvl:3.25) — Identifying complex problems and reviewing related information to develop and ev
  Time Management (imp:3.75 lvl:3.38) — Managing one's own time and the time of others.
  Judgment and Decision Making (imp:3.62 lvl:3.75) — Considering the relative costs and benefits of potential actions to choose the m
  Persuasion (imp:3.00 lvl:3.00) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.00 lvl:3.00) — Bringing others together and trying to reconcile differences.
  Systems Analysis (imp:3.00 lvl:3.00) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:3.00 lvl:3.00) — Identifying measures or indicators of system performance and the actions needed 
  Management of Personnel Resources (imp:2.88 lvl:2.38) — Motivating, developing, and directing people as they work, identifying the best 
  Operations Analysis (imp:1.88 lvl:1.75) — Analyzing needs and product requirements to create a design.
  Operations Monitoring (imp:1.88 lvl:1.25) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Management of Material Resources (imp:1.88 lvl:1.50) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Technology Design (imp:1.75 lvl:0.88) — Generating or adapting equipment and technology to serve user needs.
  Management of Financial Resources (imp:1.75 lvl:0.75) — Determining how money will be spent to get the work done, and accounting for the
  Quality Control Analysis (imp:1.62 lvl:1.12) — Conducting tests and inspections of products, services, or processes to evaluate
  Programming (imp:1.50 lvl:0.50) — Writing computer programs for various purposes.
  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
  Troubleshooting (imp:1.00) — Determining causes of operating errors and deciding what to do about it.
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : 163,930
  annual_median    : $74,260
  annual_pct10     : $49,800
  annual_pct25     : $60,180
  annual_pct75     : $93,730
  annual_pct90     : $109,100
  annual_mean      : $77,260
  hourly_median    : N/A

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Washington ($101,120)
  lowest_state     : Mississippi ($51,970)
  dispersion_ratio : 1.946x

--- TOP STATES BY WAGE (52 total) ---
  Educational Services                     emp:  160,600  median: $  74,400
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    1,380  median: $  76,450
  Health Care and Social Assistance        emp:    1,230  median: $  65,080

--- TOP INDUSTRIES BY EMPLOYMENT (3 total) ---
  Educational Services                     emp:  160,600  median: $  74,400
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    1,380  median: $  76,450
  Health Care and Social Assistance        emp:    1,230  median: $  65,080

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         : 2026-06-02T21:14:33.533304Z

--- SEMANTIC NEIGHBORS (5) ---

  Title: Education in China (similarity: 0.4516)
  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: Secondary Education Commission (similarity: 0.4865)
  URL: https://en.wikipedia.org/wiki/Secondary_Education_Commission
  QID: Q19809960
  Extract: The Government of India established the Secondary Education Commission on 23 September 1952 under the chairmanship of Dr. Lakshmanaswamy Mudaliar. It was called the Mudaliar Commission after him. The commission recommended diversifying the curriculum, adding an intermediate level, introducing three-

  Title: Education in the Republic of Ireland (similarity: 0.4500)
  URL: https://en.wikipedia.org/wiki/Education_in_the_Republic_of_Ireland
  QID: Q2631387
  Extract: Education in the Republic of Ireland is a primary, secondary and higher education. In recent years, further education has grown immensely, with 51% of working age adults having completed higher education by 2020. Growth in the economy since the 1960s has driven much of the change in the education sy

  Title: Waldorf education (similarity: 0.3934)
  URL: https://en.wikipedia.org/wiki/Waldorf_education
  QID: Q216690
  Extract: Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Its educational style is holistic, intended to develop pupils' intellectual, artistic, and practical skills, with a focus on imagination and creativity. Individ

  Title: Ministry of Primary and Secondary Education (similarity: 0.4368)
  URL: https://en.wikipedia.org/wiki/Ministry_of_Primary_and_Secondary_Education
  QID: Q12490749
  Extract: The Ministry of Primary and Secondary Education is an Indonesian ministry that organizes the government sub-divisions of primary education and secondary education which are within the scope of government affairs in the field of education. This ministry is under and responsible to the President of In

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : High confidence supported by comprehensive O*NET data including detailed task descriptions, extensive skill/knowledge profiles, and clear wage/employment statistics. The occupation has well-defined requirements and career pathways within the education sector.
inferred_at          : 2026-06-03T17:32:53.947674+00:00
tokens_input         : 4,685
tokens_output        : 4,337
cost_usd             : $0.048149
wikipedia_used       : False
wikipedia_title      : None
wikipedia_note       : No exact Wikipedia match found for this specific occupation. The closest semantic matches relate to general education systems and secondary education commissions, which provide limited contextual value for this specialized teaching role.

--- PROSE FIELDS ---

ROLE SUMMARY:
Special Education Teachers, Secondary School are specialized educators who provide academic, social, and life skills instruction to high school students with learning, emotional, or physical disabilities. They adapt curriculum and teaching methods to meet individual student needs, working with students who have visual impairments, hearing impairments, intellectual disabilities, and other special needs. These professionals collaborate extensively with parents, administrators, and support staff to develop individualized education programs that promote student success and independence.

DAY IN THE LIFE:
Special education teachers begin their day by reviewing individualized education plans (IEPs) and preparing adapted materials for their diverse student needs. They establish clear behavioral expectations and lesson objectives, then employ specialized teaching strategies to improve sensory and perceptual development in their students. Throughout the day, they monitor student performance and behavior while documenting progress and maintaining detailed records. Teachers regularly confer with parents, administrators, testing specialists, and social workers to coordinate comprehensive support services. They also supervise teaching assistants and collaborate with general education teachers to ensure inclusive programming meets all regulatory requirements.

WHO THRIVES:
Successful special education teachers possess exceptional social orientation and integrity, demonstrated through their unwavering commitment to student welfare and ethical practice. They exhibit strong cooperation skills and stress tolerance, essential for managing challenging behaviors and complex family dynamics. These educators have superior oral and written communication abilities, enabling them to clearly explain concepts to students with varying cognitive abilities and collaborate effectively with multidisciplinary teams. They demonstrate problem sensitivity and both deductive and inductive reasoning skills to identify student needs and develop effective interventions. Self-control and monitoring abilities are crucial for maintaining classroom structure while remaining responsive to individual student requirements.

CAREER ENTRY:
Entry into this field requires a Bachelor's degree (42.4% of professionals) or Master's degree (42.2%), typically in special education or a teaching subject with special education endorsement. Many states also require Post-Baccalaureate Certificates (15.0%) for specialized certifications in areas like visual impairment or deaf education. Candidates must complete student teaching experiences in special education settings and pass state licensing examinations. Most positions require state teaching certification with special education endorsements specific to disability categories served.

CAREER TRAJECTORY:
Special education teachers often advance to specialized roles such as inclusion coordinators, education specialists, or department heads overseeing special education programs. Many pursue advanced degrees to become special education administrators, educational consultants, or move into related fields like school psychology or educational diagnostics. Some transition to higher education, training future special educators, while others specialize further in specific disability areas or assistive technology coordination.

MARKET INTELLIGENCE:
The field employs 163,930 professionals with a median annual salary of $74,260 according to BLS OEWS May 2025, ranging from $49,800 to $109,100. Geographic variation is significant, with Washington state offering the highest wages at $101,120 versus Mississippi's $51,970, representing a 1.95x ratio. Educational Services dominates employment with 160,600 positions, followed by government agencies (1,380) and healthcare organizations (1,230). The profession faces ongoing shortages nationwide, creating favorable job prospects for qualified candidates. Demand is particularly strong in urban districts and areas serving diverse student populations with complex needs.

AUTOMATION OUTLOOK:
This profession shows high resistance to automation due to its emphasis on interpersonal relationships, complex problem-solving, and individualized instruction delivery. The core work activities of establishing interpersonal relationships, monitoring student development, and providing specialized therapeutic interventions require human judgment, empathy, and adaptive communication that cannot be replicated by technology. While educational technology and data management tools will continue to support instruction, the fundamental human elements of special education remain irreplaceable.

--- REASONED EDGES ---
  [career_pathway] Special Education Teachers, Middle School (25-2057.00) — confidence:high
    reasoning: Direct career progression pathway with identical RIASEC profile (S:7.00) and overlapping skill requirements in learning strategies and specialized instruction.
    data: Same RIASEC social orientation
    data: Identical core skills in learning strategies
    data: Sequential grade-level teaching progression
  [skill_overlap] Secondary School Teachers, Except Special and Career/Technical Education (25-2031.00) — confidence:high
    reasoning: Strong overlap in core teaching abilities including oral expression, written comprehension, and training/teaching others with similar work activities.
    data: Shared secondary school environment
    data: Common teaching and communication skills
    data: Similar documentation and planning requirements
  [career_pathway] Teaching Assistants, Special Education (25-9043.00) — confidence:high
    reasoning: Natural entry-level position leading to special education teaching with shared knowledge in education/training and therapy/counseling.
    data: Direct supervisory relationship noted in tasks
    data: Overlapping special education knowledge requirements
    data: Common work environment and student populations
  [riasec_cluster] Child, Family, and School Social Workers (21-1021.00) — confidence:medium
    reasoning: Both roles exhibit strong social orientation (S:7.00) with emphasis on counseling, therapy knowledge, and working with vulnerable populations.
    data: High social RIASEC scores
    data: Shared therapy and counseling knowledge
    data: Common focus on student social development
  [transferable_skill] Special Education Teachers, Elementary School (25-2056.00) — confidence:high
    reasoning: Identical specialized teaching methodologies and IEP development skills with shared emphasis on instructing and social perceptiveness abilities.
    data: Same core transferable skills in instructing
    data: Identical special education methodology
    data: Common IEP development and monitoring tasks
  [skill_overlap] Tutors (25-3041.00) — confidence:medium
    reasoning: Significant overlap in individualized instruction, learning strategies, and active listening skills for personalized educational support.
    data: Shared focus on individualized instruction
    data: Common learning strategies skills
    data: Similar one-on-one teaching approaches

--- NORMALIZER SIGNALS ---
  match_keywords   : ['special education teacher', 'secondary school', 'SPED teacher', 'exceptional children teacher', 'special needs educator', 'inclusion teacher', 'disability education', 'individualized education']
  exclude_keywords : ['elementary', 'preschool', 'kindergarten', 'assistant', 'aide']
  title_patterns   : ['*Special Education Teacher*Secondary*', '*SPED Teacher*High School*', '*Exceptional*Teacher*', '*ESE Teacher*', '*Special Needs*Secondary*']
  common_variations: ['High School SPED Teacher', 'Secondary Special Ed Teacher', 'HS Special Education Teacher', 'Cross-Categorical SPED Teacher', 'Inclusion Special Educator', 'Special Needs Secondary Teacher', 'Exceptional Student Education Teacher', 'Emotional Disability Special Education Teacher']

total_terms    : 40
top_words      : ['tendency', 'others', 'students', 'equipment', 'student', 'needs', 'special', 'activities', 'materials', 'educational', 'teaching', 'principles', 'programs', 'social', 'techniques', 'problems', 'control', 'performance', 'includes', 'objects']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01363  onet_dimensions      onet_dimensions:100%
others                     40  0.01298  onet_dimensions      onet_dimensions:95%  dwas:2%  inference:2%
students                   34  0.01103  onet_tasks           onet_tasks:62%  dwas:24%  inference:12%
equipment                  30  0.00974  onet_dimensions      onet_dimensions:77%  dwas:13%  onet_tasks:10%
student                    29  0.00941  dwas                 dwas:52%  inference:34%  onet_tasks:7%
needs                      28  0.00909  dwas                 dwas:32%  onet_dimensions:29%  onet_tasks:21%
special                    23  0.00747  inference            inference:57%  onet_tasks:22%  dwas:22%
activities                 23  0.00747  onet_dimensions      onet_dimensions:39%  dwas:30%  onet_tasks:26%
materials                  23  0.00747  onet_dimensions      onet_dimensions:43%  dwas:30%  onet_tasks:22%
educational                20  0.00649  dwas                 dwas:40%  onet_tasks:20%  inference:20%
teaching                   19  0.00617  inference            inference:37%  dwas:32%  onet_dimensions:26%
principles                 16  0.00519  onet_dimensions      onet_dimensions:100%
programs                   14  0.00454  dwas                 dwas:50%  onet_dimensions:29%  inference:14%
social                     13  0.00422  onet_dimensions      onet_dimensions:38%  onet_tasks:31%  inference:23%
techniques                 13  0.00422  onet_dimensions      onet_dimensions:77%  onet_tasks:23%
problems                   13  0.00422  onet_dimensions      onet_dimensions:69%  onet_tasks:15%  dwas:15%
control                    13  0.00422  onet_dimensions      onet_dimensions:92%  inference:8%
performance                12  0.00390  onet_dimensions      onet_dimensions:58%  dwas:25%  onet_tasks:8%
includes                   12  0.00390  onet_dimensions      onet_dimensions:100%
objects                    12  0.00390  onet_dimensions      onet_dimensions:100%
strategies                 11  0.00357  onet_dimensions      onet_dimensions:36%  dwas:36%  onet_tasks:18%
teachers                   11  0.00357  inference            inference:55%  onet_tasks:36%  wikipedia:9%
technology                 11  0.00357  onet_dimensions      onet_dimensions:36%  inference:27%  onet_tasks:18%
monitoring                 11  0.00357  onet_dimensions      onet_dimensions:73%  inference:18%  onet_tasks:9%
ideas                      11  0.00357  onet_dimensions      onet_dimensions:100%
rules                      10  0.00325  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  dwas:10%
behavior                   10  0.00325  onet_tasks           onet_tasks:40%  onet_dimensions:30%  dwas:20%
learning                   10  0.00325  onet_dimensions      onet_dimensions:40%  onet_tasks:30%  dwas:20%
resources                  10  0.00325  onet_dimensions      onet_dimensions:90%  onet_tasks:10%
body                       10  0.00325  onet_dimensions      onet_dimensions:100%
orientation                10  0.00325  onet_dimensions      onet_dimensions:90%  inference:10%
procedures                  9  0.00292  onet_dimensions      onet_dimensions:89%  onet_tasks:11%
parents                     9  0.00292  onet_tasks           onet_tasks:44%  dwas:33%  inference:22%
physical                    9  0.00292  onet_dimensions      onet_dimensions:67%  onet_tasks:22%  inference:11%
self                        9  0.00292  onet_dimensions      onet_dimensions:67%  onet_tasks:22%  inference:11%
progress                    9  0.00292  dwas                 dwas:56%  onet_tasks:33%  inference:11%
problem                     9  0.00292  onet_dimensions      onet_dimensions:78%  inference:22%
human                       9  0.00292  onet_dimensions      onet_dimensions:78%  inference:22%
quickly                     9  0.00292  onet_dimensions      onet_dimensions:100%
professionals               8  0.00260  dwas                 dwas:38%  inference:38%  onet_tasks:25%