[Core] [103% incumbents] Enforce school and class rules to maintain order in the classroom.
  DWAs: Enforce rules or policies governing student behavior.

[Core] [103% incumbents] Follow lesson plans designed by absent teachers.
  DWAs: Teach classes in area of specialization.

[Core] [103% incumbents] Take class attendance and maintain attendance records.
  DWAs: Maintain student records.

[Core] [103% incumbents] Supervise students during activities outside the classroom, such as recess, lunch, and field trips.
  DWAs: Supervise school or student activities.

[Core] [103% incumbents] Teach social skills to students, such as communication, conflict resolution, and etiquette.
  DWAs: Teach daily living skills or behaviors. | Teach life skills.

[Core] [103% incumbents] Distribute or collect tests or homework assignments.
  DWAs: Distribute instructional or library materials.

[Core] [103% incumbents] Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.
  DWAs: Distribute instructional or library materials.

[Core] [103% incumbents] Operate equipment such as computers or audio-visual aids to supplement presentations.
  DWAs: Operate audiovisual equipment. | Operate computers or computerized equipment.

[Core] [103% incumbents] Counsel students with adjustment or academic problems.
  DWAs: Advise students on academic or career matters.

[Supplemental] [103% incumbents] Provide students with disabilities with assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Supplemental] [103% incumbents] Assist students with boarding or exiting school buses.
  DWAs: Supervise school or student activities. | Assist patrons with entering or exiting vehicles or other forms of transportation.

[Core] [102% incumbents] Answer students' questions.
  DWAs: Teach classes in area of specialization.

[Core] [102% incumbents] Tutor or assist students individually or in small groups.
  DWAs: Tutor students who need extra assistance.

[Core] [102% incumbents] Teach a variety of subjects, such as English, mathematics, and social studies.
  DWAs: Teach classes in area of specialization.

[Core] [102% incumbents] Attend professional meetings, educational conferences, or teacher training workshops to improve professional competence.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Supplemental] [102% incumbents] Organize and supervise games or other recreational activities.
  DWAs: Coordinate student extracurricular activities.

[Supplemental] [102% incumbents] Grade students' assignments and exams.
  DWAs: Evaluate student work.

[Supplemental] [102% incumbents] Restock teaching materials or supplies.
  DWAs: Maintain inventories of materials, equipment, or products.

[EMERGING:New] Provide teachers with notes summarizing the day's activities and feedback on any issues or events that occurred.

--- SKILLS ---
  Reading Comprehension (imp:3.62 lvl:3.75) — Understanding written sentences and paragraphs in work-related documents.
  Active Listening (imp:3.62 lvl:3.75) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:3.62 lvl:3.50) — Talking to others to convey information effectively.
  Critical Thinking (imp:3.38 lvl:3.25) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Monitoring (imp:3.38 lvl:3.38) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Writing (imp:3.12 lvl:3.38) — Communicating effectively in writing as appropriate for the needs of the audienc
  Learning Strategies (imp:3.12 lvl:3.00) — Selecting and using training/instructional methods and procedures appropriate fo
  Active Learning (imp:3.00 lvl:2.88) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:2.00 lvl:1.38) — Using mathematics to solve problems.
  Science (imp:1.38 lvl:0.50) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  English Language (imp:4.09 lvl:4.51) — Knowledge of the structure and content of the English language including the mea
  Education and Training (imp:3.29 lvl:3.21) — Knowledge of principles and methods for curriculum and training design, teaching
  Public Safety and Security (imp:3.18 lvl:2.62) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Customer and Personal Service (imp:3.04 lvl:3.48) — Knowledge of principles and processes for providing customer and personal servic
  Computers and Electronics (imp:2.94 lvl:3.15) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Mathematics (imp:2.80 lvl:2.49) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Psychology (imp:2.79 lvl:2.62) — Knowledge of human behavior and performance; individual differences in ability, 
  Communications and Media (imp:2.55 lvl:2.39) — Knowledge of media production, communication, and dissemination techniques and m
  History and Archeology (imp:2.41 lvl:2.82) — Knowledge of historical events and their causes, indicators, and effects on civi
  Geography (imp:2.32 lvl:2.28) — Knowledge of principles and methods for describing the features of land, sea, an
  Therapy and Counseling (imp:2.31 lvl:2.22) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Administrative (imp:2.30 lvl:1.90) — Knowledge of administrative and office procedures and systems such as word proce
  Philosophy and Theology (imp:2.30 lvl:2.66) — Knowledge of different philosophical systems and religions. This includes their 
  Telecommunications (imp:2.22 lvl:1.38) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Administration and Management (imp:2.11 lvl:1.38) — Knowledge of business and management principles involved in strategic planning, 
  Sociology and Anthropology (imp:2.10 lvl:1.67) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Law and Government (imp:2.06 lvl:1.73) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Fine Arts (imp:1.85 lvl:1.30) — Knowledge of the theory and techniques required to compose, produce, and perform
  Foreign Language (imp:1.71 lvl:1.03) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Personnel and Human Resources (imp:1.69 lvl:1.09) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Transportation (imp:1.56 lvl:0.88) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Medicine and Dentistry (imp:1.55 lvl:0.81) — Knowledge of the information and techniques needed to diagnose and treat human i
  Production and Processing (imp:1.43 lvl:0.71) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Chemistry (imp:1.41 lvl:0.94) — Knowledge of the chemical composition, structure, and properties of substances a
  Biology (imp:1.39 lvl:0.85) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Engineering and Technology (imp:1.36 lvl:0.71) — Knowledge of the practical application of engineering science and technology. Th
  Economics and Accounting (imp:1.31) — Knowledge of economic and accounting principles and practices, the financial mar
  Physics (imp:1.27 lvl:0.52) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Design (imp:1.26 lvl:0.68) — Knowledge of design techniques, tools, and principles involved in production of 
  Sales and Marketing (imp:1.19) — Knowledge of principles and methods for showing, promoting, and selling products
  Mechanical (imp:1.19) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Building and Construction (imp:1.16) — Knowledge of materials, methods, and the tools involved in the construction or r
  Food Production (imp:1.07) — Knowledge of techniques and equipment for planting, growing, and harvesting food

--- ABILITIES ---
  Oral Comprehension (imp:4.00 lvl:4.00) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:3.88 lvl:4.00) — The ability to communicate information and ideas in speaking so others will unde
  Near Vision (imp:3.62 lvl:3.12) — The ability to see details at close range (within a few feet of the observer).
  Speech Clarity (imp:3.62 lvl:3.38) — The ability to speak clearly so others can understand you.
  Written Comprehension (imp:3.50 lvl:3.75) — The ability to read and understand information and ideas presented in writing.
  Written Expression (imp:3.50 lvl:3.75) — The ability to communicate information and ideas in writing so others will under
  Deductive Reasoning (imp:3.38 lvl:3.25) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.38 lvl:3.00) — The ability to combine pieces of information to form general rules or conclusion
  Speech Recognition (imp:3.38 lvl:3.25) — The ability to identify and understand the speech of another person.
  Problem Sensitivity (imp:3.12 lvl:3.38) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Information Ordering (imp:2.88 lvl:2.88) — The ability to arrange things or actions in a certain order or pattern according
  Fluency of Ideas (imp:2.75 lvl:2.75) — The ability to come up with a number of ideas about a topic (the number of ideas
  Category Flexibility (imp:2.75 lvl:2.88) — The ability to generate or use different sets of rules for combining or grouping
  Far Vision (imp:2.75 lvl:2.62) — The ability to see details at a distance.
  Originality (imp:2.62 lvl:2.75) — The ability to come up with unusual or clever ideas about a given topic or situa
  Selective Attention (imp:2.62 lvl:2.62) — The ability to concentrate on a task over a period of time without being distrac
  Memorization (imp:2.50 lvl:2.62) — The ability to remember information such as words, numbers, pictures, and proced
  Time Sharing (imp:2.50 lvl:2.50) — The ability to shift back and forth between two or more activities or sources of
  Flexibility of Closure (imp:2.38 lvl:2.25) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Perceptual Speed (imp:2.25 lvl:2.25) — The ability to quickly and accurately compare similarities and differences among
  Visual Color Discrimination (imp:2.25 lvl:2.25) — The ability to match or detect differences between colors, including shades of c
  Number Facility (imp:2.12 lvl:2.00) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Speed of Closure (imp:2.12 lvl:2.00) — The ability to quickly make sense of, combine, and organize information into mea
  Visualization (imp:2.12 lvl:2.12) — The ability to imagine how something will look after it is moved around or when 
  Auditory Attention (imp:2.12 lvl:1.88) — The ability to focus on a single source of sound in the presence of other distra
  Mathematical Reasoning (imp:2.00 lvl:1.62) — The ability to choose the right mathematical methods or formulas to solve a prob
  Hearing Sensitivity (imp:2.00 lvl:1.38) — The ability to detect or tell the differences between sounds that vary in pitch 
  Finger Dexterity (imp:1.88 lvl:1.38) — The ability to make precisely coordinated movements of the fingers of one or bot
  Manual Dexterity (imp:1.75 lvl:1.00) — The ability to quickly move your hand, your hand together with your arm, or your
  Trunk Strength (imp:1.75 lvl:1.12) — The ability to use your abdominal and lower back muscles to support part of the 
  Arm-Hand Steadiness (imp:1.62 lvl:0.88) — The ability to keep your hand and arm steady while moving your arm or while hold
  Control Precision (imp:1.62 lvl:1.00) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Wrist-Finger Speed (imp:1.62 lvl:0.88) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Dynamic Strength (imp:1.50 lvl:0.75) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Spatial Orientation (imp:1.38 lvl:0.50) — The ability to know your location in relation to the environment or to know wher
  Multilimb Coordination (imp:1.25 lvl:0.38) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Reaction Time (imp:1.25 lvl:0.25) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Response Orientation (imp:1.12 lvl:0.12) — The ability to choose quickly between two or more movements in response to two o
  Rate Control (imp:1.12 lvl:0.12) — The ability to time your movements or the movement of a piece of equipment in an
  Speed of Limb Movement (imp:1.12 lvl:0.12) — The ability to quickly move the arms and legs.
  Static Strength (imp:1.12 lvl:0.12) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Explosive Strength (imp:1.12 lvl:0.12) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Stamina (imp:1.12 lvl:0.12) — The ability to exert yourself physically over long periods of time without getti
  Extent Flexibility (imp:1.12 lvl:0.12) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Dynamic Flexibility (imp:1.12 lvl:0.12) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Gross Body Coordination (imp:1.12 lvl:0.12) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Gross Body Equilibrium (imp:1.12 lvl:0.12) — The ability to keep or regain your body balance or stay upright when in an unsta
  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
  Depth Perception (imp:1.12 lvl:0.25) — The ability to judge which of several objects is closer or farther away from you
  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 ---
  Getting Information (imp:3.98 lvl:2.17) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Monitoring Processes, Materials, or Surroundings (imp:3.92 lvl:4.14) — Monitoring and reviewing information from materials, events, or the environment,
  Communicating with Supervisors, Peers, or Subordinates (imp:3.83 lvl:3.09) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Assisting and Caring for Others (imp:3.73 lvl:3.17) — Providing personal assistance, medical attention, emotional support, or other pe
  Establishing and Maintaining Interpersonal Relationships (imp:3.56 lvl:4.31) — Developing constructive and cooperative working relationships with others, and m
  Identifying Objects, Actions, and Events (imp:3.48 lvl:3.27) — Identifying information by categorizing, estimating, recognizing differences or 
  Documenting/Recording Information (imp:3.47 lvl:1.96) — Entering, transcribing, recording, storing, or maintaining information in writte
  Resolving Conflicts and Negotiating with Others (imp:3.43 lvl:3.09) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Making Decisions and Solving Problems (imp:3.36 lvl:2.93) — Analyzing information and evaluating results to choose the best solution and sol
  Working with Computers (imp:3.25 lvl:2.13) — Using computers and computer systems (including hardware and software) to progra
  Organizing, Planning, and Prioritizing Work (imp:3.06 lvl:3.14) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Evaluating Information to Determine Compliance with Standards (imp:2.86 lvl:2.54) — Using relevant information and individual judgment to determine whether events o
  Training and Teaching Others (imp:2.81 lvl:2.53) — Identifying the educational needs of others, developing formal educational or tr
  Coaching and Developing Others (imp:2.79 lvl:2.39) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Scheduling Work and Activities (imp:2.76 lvl:2.50) — Scheduling events, programs, and activities, as well as the work of others.
  Processing Information (imp:2.72 lvl:2.26) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Updating and Using Relevant Knowledge (imp:2.68 lvl:2.67) — Keeping up-to-date technically and applying new knowledge to your job.
  Thinking Creatively (imp:2.63 lvl:2.52) — Developing, designing, or creating new applications, ideas, relationships, syste
  Performing Administrative Activities (imp:2.60 lvl:1.98) — Performing day-to-day administrative tasks such as maintaining information files
  Interpreting the Meaning of Information for Others (imp:2.58 lvl:1.78) — Translating or explaining what information means and how it can be used.
  Coordinating the Work and Activities of Others (imp:2.54 lvl:2.42) — Getting members of a group to work together to accomplish tasks.
  Developing Objectives and Strategies (imp:2.47 lvl:1.78) — Establishing long-range objectives and specifying the strategies and actions to 
  Guiding, Directing, and Motivating Subordinates (imp:2.46 lvl:1.54) — Providing guidance and direction to subordinates, including setting performance 
  Developing and Building Teams (imp:2.44 lvl:1.54) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Performing for or Working Directly with the Public (imp:2.36 lvl:2.02) — Performing for people or dealing directly with the public. This includes serving
  Judging the Qualities of Objects, Services, or People (imp:2.33 lvl:1.72) — Assessing the value, importance, or quality of things or people.
  Monitoring and Controlling Resources (imp:2.29 lvl:1.43) — Monitoring and controlling resources and overseeing the spending of money.
  Performing General Physical Activities (imp:2.28 lvl:1.94) — Performing general physical activities includes doing activities that require co
  Inspecting Equipment, Structures, or Materials (imp:2.23 lvl:1.38) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.16 lvl:1.74) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Analyzing Data or Information (imp:2.11 lvl:1.43) — Identifying the underlying principles, reasons, or facts of information by break
  Providing Consultation and Advice to Others (imp:2.09 lvl:1.47) — Providing guidance and expert advice to management or other groups on technical,
  Handling and Moving Objects (imp:2.05 lvl:2.42) — Using hands and arms in handling, installing, positioning, and moving materials,
  Controlling Machines and Processes (imp:2.04) — Using either control mechanisms or direct physical activity to operate machines 
  Communicating with People Outside the Organization (imp:1.82 lvl:1.45) — Communicating with people outside the organization, representing the organizatio
  Repairing and Maintaining Electronic Equipment (imp:1.71 lvl:0.74) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Selling or Influencing Others (imp:1.57 lvl:0.66) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.56) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.47) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Staffing Organizational Units (imp:1.42 lvl:0.46) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.16) — Providing documentation, detailed instructions, drawings, or specifications to t

--- WORK STYLES ---
  Dependability (imp:8.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:7.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:6.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:5.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:4.00) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:3.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:2.38) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:2.24) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Empathy (imp:2.20) — A tendency to show concern for others and be sensitive to others' needs and feel
  Optimism (imp:2.18) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Adaptability (imp:2.17) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Self-Control (imp:2.14) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:2.03) — A tendency to cope and function effectively in stressful situations at work.
  Adaptability (imp:2.00) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Integrity (imp:1.79) — A tendency to be honest and ethical at work.
  Sincerity (imp:1.69) — A tendency to be genuine and sincere in interactions with others at work, withou
  Attention to Detail (imp:1.55) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Tolerance for Ambiguity (imp:1.53) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Perseverance (imp:1.43) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Self-Confidence (imp:1.38) — A tendency to believe in one's work-related capabilities and ability to control 
  Humility (imp:1.19) — A tendency to be modest and humble when interacting with others at work.
  Leadership Orientation (imp:1.16) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Initiative (imp:1.07) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Cautiousness (imp:0.90) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Achievement Orientation (imp:0.77) — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity (imp:0.47) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Innovation (imp:0.44) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  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 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  Sincerity () — A tendency to be genuine and sincere in interactions with others at work, withou
  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.
  Integrity () — A tendency to be honest and ethical at work.

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:3.50 lvl:3.62) — Being aware of others' reactions and understanding why they react as they do.
  Instructing (imp:3.38 lvl:3.12) — Teaching others how to do something.
  Time Management (imp:3.12 lvl:2.88) — Managing one's own time and the time of others.
  Service Orientation (imp:3.00 lvl:3.00) — Actively looking for ways to help people.
  Coordination (imp:2.88 lvl:2.75) — Adjusting actions in relation to others' actions.
  Persuasion (imp:2.88 lvl:2.88) — Persuading others to change their minds or behavior.
  Complex Problem Solving (imp:2.88 lvl:2.75) — Identifying complex problems and reviewing related information to develop and ev
  Judgment and Decision Making (imp:2.75 lvl:2.75) — Considering the relative costs and benefits of potential actions to choose the m
  Negotiation (imp:2.62 lvl:2.62) — Bringing others together and trying to reconcile differences.
  Management of Personnel Resources (imp:2.50 lvl:2.25) — Motivating, developing, and directing people as they work, identifying the best 
  Systems Analysis (imp:2.25 lvl:2.12) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.00 lvl:1.75) — Identifying measures or indicators of system performance and the actions needed 
  Operations Analysis (imp:1.62 lvl:0.75) — Analyzing needs and product requirements to create a design.
  Technology Design (imp:1.50 lvl:0.88) — Generating or adapting equipment and technology to serve user needs.
  Operations Monitoring (imp:1.50 lvl:0.75) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Programming (imp:1.25 lvl:0.38) — Writing computer programs for various purposes.
  Quality Control Analysis (imp:1.25 lvl:0.50) — Conducting tests and inspections of products, services, or processes to evaluate
  Management of Material Resources (imp:1.25 lvl:0.50) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Equipment Selection (imp:1.12 lvl:0.12) — Determining the kind of tools and equipment needed to do a job.
  Operation and Control (imp:1.12 lvl:0.12) — Controlling operations of equipment or systems.
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  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.
  Management of Financial Resources (imp:1.00) — Determining how money will be spent to get the work done, and accounting for the

--- NATIONAL WAGES ---
  total_employment : 524,770
  annual_median    : $41,670
  annual_pct10     : $28,560
  annual_pct25     : $34,170
  annual_pct75     : $54,890
  annual_pct90     : $65,790
  annual_mean      : $46,420
  hourly_median    : $20.03

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Alaska ($66,920)
  lowest_state     : Mississippi ($22,340)
  dispersion_ratio : 2.996x

--- TOP STATES BY WAGE (51 total) ---
  Educational Services                     emp:  420,230  median: $  42,900
  Administrative and Support and Waste Management and Remediation Services emp:   88,940  median: $  38,870
  Health Care and Social Assistance        emp:   11,090  median: $  35,760
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    3,420  median: $  56,600
  Other Services (except Public Administration) emp:      970  median: $  38,430
  Management of Companies and Enterprises  emp:       60  median: $  34,320
  Arts, Entertainment, and Recreation      emp:       60  median: $  35,230

--- TOP INDUSTRIES BY EMPLOYMENT (7 total) ---
  Educational Services                     emp:  420,230  median: $  42,900
  Administrative and Support and Waste Management and Remediation Services emp:   88,940  median: $  38,870
  Health Care and Social Assistance        emp:   11,090  median: $  35,760
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    3,420  median: $  56,600
  Other Services (except Public Administration) emp:      970  median: $  38,430
  Management of Companies and Enterprises  emp:       60  median: $  34,320
  Arts, Entertainment, and Recreation      emp:       60  median: $  35,230

exact_match_status : found
matched_title      : Substitute teacher
match_score        : 0.7347
wikidata_qid       : Q3301537
word_count         : 971
wikipedia_url      : https://en.wikipedia.org/wiki/Substitute_teacher
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:15:41.815339Z

--- WIKIPEDIA FULL TEXT ---
A substitute teacher is a person who teaches a school class when the regular teacher is absent or unavailable; e.g., because of illness, personal leave, maternal or paternal leave and so on. "Substitute teacher" (usually abbreviated as sub) is the most commonly used phrase in the United States, South Africa, Canada (except Ontario and New Brunswick), India and Ireland, while supply teacher is the most commonly used term in Great Britain and the Canadian provinces of Ontario and New Brunswick. The term cover teacher is also used in Great Britain. Common synonyms for substitute teacher include relief teacher or casual relief teacher (used in Australia and New Zealand, commonly appreciated as relief) and "emergency teacher" (used in some parts of the United States). Other terms, such as "guest teacher", are also used by some schools or districts. Regional variants in terminology are common, such as the use of the term teacher teaching on call (TTOC) in the Canadian province of British Columbia and occasional in Ontario.
In the United States, substitute teachers find jobs by first completing the application and interview process from their local school district. Once approved, they will either be enrolled in an automated calling system or more currently, via a system that uses the internet to post available substitute teaching assignments. Substitutes can also find work by contacting private schools in their district. Most substitute teachers in the US can be assigned to work in all academic subject areas as needed (except for long-term substituting assignments). The substitute is generally responsible for closely following and continuing with the lesson plans left by the teacher, and to maintain student order and productivity. As with locum tenens physicians, the idea is that continuity exists between the work done by the substitute and that done by the other professional. Substitute teachers work with the same students as the regular teacher does. Substitute teachers can often work in multiple schools within one district, as well as for multiple school districts.


== General qualifications ==
In some regions, the qualifications for substitute teaching may not be as strict as those for a regular teacher. Most areas require a college degree, and some the successful completion of competency tests; others require only that the applicant possess a high school diploma or its equivalent; full teaching qualifications are required for long-term assignments. Long-term substitutes, who may be assigned to a class for up to an entire semester, generally require full teaching qualifications in the subject area of the class to be taught. Some school administrators may not hire full-time teachers unless they have had substitute teaching experience.


== Pay and benefits ==
The National Substitute Teachers Alliance estimated the national average pay for a substitute teacher in the United States in 2015 as $105 per day with a range of $20 (although $3.08 per hour would be below minimum wage in any state) to $190, although most districts pay well below $100 per day. In Connecticut, for example, the typical rate in a city/town district is about $80 per day (or $11.43 per hour). A few state schools pay as much as $150 per day. The Alliance also reported substantial variation in benefits with substitute teachers in some locales receiving no benefits while others receive sick time, retirement, or other benefits especially in areas where substitute teachers have a union. The comparatively lower wages for employees of school districts is often credited to the shorter work day (6.22–7.17 hours). The length of time spent each day by people at jobs in the private sector is roughly 15 percent longer.

In the US, substitute teachers can also be supplied to school districts from agencies, and substitutes can work for multiple school districts through the same agency.
In Australia, the rate can vary between states and between sectors. Casual Relief Teachers must be fully qualified teachers. In the state of Victoria, relief teachers in the government sector earn $383.13 per day (as of 1 October 2020) and teachers in a Catholic school can earn $41 per hour or $246 per day, whereas in the New South Wales public school system, teachers can earn between $239 and $327 per day depending on experience.
In the Republic of Ireland, substitute teachers in secondary schools are paid a rate of €46.85 per hour for qualified teachers and €40.85 for unqualified teachers. In primary schools qualified teachers are paid at a rate of €164.26 per day.
In Canada, substitute/supply teachers are fully certified teachers, and are paid regular salary when employed as long-term occasionals (LTO), or paid a daily rate of about $240 to $300 per day.
In the United Kingdom, supply teachers employed by a local education authority or school directly must be paid a daily rate of 1/195 of the annual salary to which they would be entitled were they employed in the position on a full-time basis. Teachers employed through agencies are not subject to this rule, unless they have been working for the same hiring institution for more than 12 weeks, but nevertheless daily rates are generally around £100–125.


== Substitute Educator's Day ==
The United States observes a Substitute Educator's Day, which was instituted by the National Education Association (Rinaldi). The purpose of this day is to highlight the role and importance of the substitute teacher by providing information about, advocating for, and helping to increase appreciation and respect for this unique professional. This day also focuses on the needs of substitutes, which include better wages and health benefits and continual professional development. Substitute Educator's Day is observed by some on the 3rd Friday of November during American Education Week.
National Substitute Teacher Appreciation Week, or SubWeek, is also observed by some districts in the US and is held the first full week in May.


== See also ==
Student teacher
Education


== References ==

--- SEMANTIC NEIGHBORS (5) ---

  Title: Shifu (similarity: 0.1111)
  URL: https://en.wikipedia.org/wiki/Shifu
  QID: Q952375
  Extract: Shifu is a Chinese cultural term. Although its pronunciation always sounds the same, there are two ways of writing it using Chinese characters, and they bear two different meanings. The first variation, Shīfù 師傅, is used as an honorific, which is applied to various professionals in everyday life.

  Title: Substitute (similarity: 0.4878)
  URL: https://en.wikipedia.org/wiki/Substitute
  QID: Q413640
  Extract: Substitute may refer to:

  Title: Teacher (similarity: 0.3684)
  URL: https://en.wikipedia.org/wiki/Teacher
  QID: Q37226
  Extract: A teacher, also called a schoolteacher or formally an educator, is a person who helps students to acquire knowledge, competence, or virtue, via the practice of teaching.

  Title: Chicago Teachers Union (similarity: 0.4528)
  URL: https://en.wikipedia.org/wiki/Chicago_Teachers_Union
  QID: Q5095804
  Extract: The Chicago Teachers Union (CTU) is a labor union that represents teachers, paraprofessionals, and clinicians in the Chicago public school system. The union has advocated for improved pay, benefits, and job security for its members, and it has opposed efforts to vary teacher pay based on performance

  Title: Tritone substitution (similarity: 0.3922)
  URL: https://en.wikipedia.org/wiki/Tritone_substitution
  QID: Q1564817
  Extract: The tritone substitution is a common chord substitution found in both jazz and classical music. Where jazz is concerned, it was the precursor to more complex substitution patterns like Coltrane changes. Tritone substitutions are sometimes used in improvisation—often to create tension during a solo. 

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong data foundation with comprehensive O*NET profile, exact Wikipedia match, and substantial employment statistics from BLS. Clear role definition and well-established career pathways in education sector.
inferred_at          : 2026-06-03T17:37:50.090866+00:00
tokens_input         : 4,670
tokens_output        : 4,398
cost_usd             : $0.048883
wikipedia_used       : True
wikipedia_title      : Substitute teacher
wikipedia_note       : Wikipedia confirms substitute teachers fill temporary roles when regular teachers are absent, with terminology varying by region (substitute teacher in US, supply teacher in Britain).

--- PROSE FIELDS ---

ROLE SUMMARY:
Substitute Teachers provide temporary classroom instruction when regular teachers are absent, following existing lesson plans and maintaining classroom order. They adapt quickly to different educational environments while ensuring continuity of learning for students across all grade levels. These professionals must possess strong communication skills and the ability to manage diverse classroom situations with minimal preparation time.

DAY IN THE LIFE:
A substitute teacher begins by reviewing the absent teacher's lesson plans and gathering necessary materials before students arrive. They take attendance, enforce classroom rules, and deliver instruction according to the provided curriculum while monitoring student behavior and engagement. Throughout the day, they supervise students during lunch, recess, or other activities outside the classroom, distribute and collect assignments, and operate educational technology as needed. They document the day's events and any behavioral issues, providing feedback to the regular teacher upon their return. The role requires constant adaptation as they may teach different subjects or grade levels on any given day.

WHO THRIVES:
Individuals who excel as substitute teachers demonstrate high dependability and cooperation, as evidenced by the top work styles of dependability (importance 8.0) and cooperation (importance 7.0). They possess strong social orientation and self-control, essential for managing unfamiliar classrooms and building rapport with students quickly. Those who succeed have excellent oral comprehension and expression abilities (both importance 4.0), enabling clear communication with students, staff, and administrators. The role attracts people comfortable with uncertainty and change, as they must adapt to different teaching environments, age groups, and subject matters while maintaining professionalism and classroom management skills.

CAREER ENTRY:
Most substitute teachers hold a bachelor's degree (39.7%) or associate's degree (34.6%), with some college coursework sufficient for many positions (10.4%). While formal teaching certification is preferred in many districts, alternative certification or substitute teaching permits may be available for qualified candidates. Entry typically requires passing background checks and completing district-specific training on policies, procedures, and classroom management techniques.

CAREER TRAJECTORY:
Substitute teaching often serves as a pathway into full-time education careers, providing valuable classroom experience and networking opportunities within school districts. Many substitute teachers transition to permanent teaching positions, teacher assistant roles, or specialized education support positions. Others may advance to become preferred substitutes for specific schools or teachers, or pursue roles in educational administration, tutoring, or training other substitute teachers.

MARKET INTELLIGENCE:
The substitute teacher market employs 524,770 workers with a median annual wage of $41,670 according to BLS OEWS May 2025, though this reflects part-time and irregular work patterns typical of substitute positions. Geographic wage variation is substantial, ranging from $22,340 in Mississippi to $66,920 in Alaska, representing a 3.00x ratio reflecting regional cost of living and education funding differences. The vast majority work in educational services (420,230 employed), with additional opportunities in administrative support services (88,940) and healthcare settings (11,090). Demand remains consistently strong due to teacher absences, sick leave, and professional development needs, with particular shortages in rural areas and high-need subjects like mathematics and special education.

AUTOMATION OUTLOOK:
Substitute teaching faces low automation risk due to its emphasis on human interaction, classroom management, and real-time adaptation to student needs. The core work activities of monitoring student behavior (importance 3.9), establishing interpersonal relationships (importance 3.6), and resolving conflicts (importance 3.4) require human judgment and emotional intelligence that technology cannot replicate. While educational technology tools may support instruction delivery, the fundamental need for human supervision and flexible response to classroom dynamics ensures continued demand for substitute teachers.

--- REASONED EDGES ---
  [career_pathway] Elementary School Teachers, Except Special Education (25-2021.00) — confidence:high
    reasoning: Direct career progression pathway with shared core teaching responsibilities and classroom management skills
    data: Listed as primary-short related occupation
    data: Similar RIASEC profile with high Social orientation
    data: Shared knowledge in Education and Training
  [skill_overlap] Secondary School Teachers, Except Special and Career/Technical Education (25-2031.00) — confidence:high
    reasoning: Identical top skills in Reading Comprehension, Active Listening, Speaking, and Critical Thinking with similar importance ratings
    data: Primary-short related occupation
    data: Shared work activities in Getting Information and Monitoring
    data: Same Job Zone 4 preparation level
  [task_similarity] Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education (25-9042.00) — confidence:medium
    reasoning: Similar classroom support functions including supervising students and distributing materials
    data: Primary-long related occupation
    data: Shared tasks in student supervision and material distribution
    data: Both roles support regular classroom teachers
  [transferable_skill] Tutors (25-3041.00) — confidence:medium
    reasoning: Common instructing skills (importance 3.4) and social perceptiveness abilities used in one-on-one or small group settings
    data: Primary-long related occupation
    data: Shared transferable skill in Instructing
    data: Both require adapting to different student needs
  [knowledge_overlap] Special Education Teachers, Secondary School (25-2058.00) — confidence:medium
    reasoning: Shared knowledge in Psychology and Education and Training, both critical for working with diverse student populations
    data: Primary-short related occupation
    data: Psychology knowledge important in both roles
    data: Both work with students with varying needs
  [riasec_cluster] Kindergarten Teachers, Except Special Education (25-2012.00) — confidence:high
    reasoning: Both roles show dominant Social orientation (S) with similar patterns in helping and teaching activities
    data: Primary-short related occupation
    data: High Social RIASEC scores
    data: Similar work styles emphasizing cooperation and social orientation
  [wage_band] Teaching Assistants, Special Education (25-9043.00) — confidence:medium
    reasoning: Both positions typically fall in similar entry-level education wage ranges due to comparable preparation requirements
    data: Primary-long related occupation
    data: Similar educational requirements
    data: Both support roles in educational settings

--- NORMALIZER SIGNALS ---
  match_keywords   : ['substitute teacher', 'substitute', 'sub teacher', 'temporary teacher', 'relief teacher', 'supply teacher', 'classroom substitute', 'emergency teacher']
  exclude_keywords : ['permanent teacher', 'full-time teacher', 'regular teacher', 'lead teacher', 'head teacher']
  title_patterns   : ['*Sub Teacher*', '*Substitute*', '*Sub*', '*Relief Teacher*', '*Supply Teacher*']
  common_variations: ['Building Sub', 'Sub Teacher', 'Certified Substitute Teacher', 'Elementary Sub', 'Secondary Sub', 'K-12 Substitute', 'Short-Term Sub', 'Daily Substitute']

total_terms    : 40
top_words      : ['tendency', 'others', 'substitute', 'teachers', 'teacher', 'equipment', 'students', 'teaching', 'activities', 'school', 'materials', 'principles', 'control', 'classroom', 'needs', 'includes', 'objects', 'rules', 'techniques', 'ideas']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tendency                   42  0.01350  onet_dimensions      onet_dimensions:100%
others                     41  0.01318  onet_dimensions      onet_dimensions:93%  wikipedia:5%  inference:2%
substitute                 39  0.01254  wikipedia            wikipedia:64%  inference:36%
teachers                   37  0.01189  wikipedia            wikipedia:68%  inference:27%  onet_tasks:5%
teacher                    29  0.00932  wikipedia            wikipedia:69%  inference:28%  onet_tasks:3%
equipment                  27  0.00868  onet_dimensions      onet_dimensions:85%  dwas:11%  onet_tasks:4%
students                   20  0.00643  onet_tasks           onet_tasks:45%  inference:25%  dwas:15%
teaching                   20  0.00643  wikipedia            wikipedia:35%  inference:30%  onet_dimensions:25%
activities                 18  0.00579  onet_dimensions      onet_dimensions:50%  onet_tasks:17%  dwas:17%
school                     17  0.00546  wikipedia            wikipedia:71%  onet_tasks:12%  dwas:12%
materials                  16  0.00514  onet_dimensions      onet_dimensions:62%  dwas:19%  onet_tasks:12%
principles                 16  0.00514  onet_dimensions      onet_dimensions:100%
control                    13  0.00418  onet_dimensions      onet_dimensions:92%  inference:8%
classroom                  12  0.00386  inference            inference:83%  onet_tasks:17%
needs                      12  0.00386  onet_dimensions      onet_dimensions:67%  inference:17%  dwas:8%
includes                   12  0.00386  onet_dimensions      onet_dimensions:100%
objects                    12  0.00386  onet_dimensions      onet_dimensions:100%
rules                      11  0.00354  onet_dimensions      onet_dimensions:73%  onet_tasks:9%  dwas:9%
techniques                 11  0.00354  onet_dimensions      onet_dimensions:91%  inference:9%
ideas                      11  0.00354  onet_dimensions      onet_dimensions:100%
quickly                    11  0.00354  onet_dimensions      onet_dimensions:82%  inference:18%
student                    11  0.00354  dwas                 dwas:55%  inference:27%  wikipedia:18%
problems                   10  0.00321  onet_dimensions      onet_dimensions:90%  onet_tasks:10%
events                     10  0.00321  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  inference:10%
monitoring                 10  0.00321  onet_dimensions      onet_dimensions:80%  inference:20%
providing                  10  0.00321  onet_dimensions      onet_dimensions:70%  inference:20%  wikipedia:10%
human                      10  0.00321  onet_dimensions      onet_dimensions:70%  inference:30%
management                 10  0.00321  onet_dimensions      onet_dimensions:70%  inference:30%
body                       10  0.00321  onet_dimensions      onet_dimensions:100%
orientation                10  0.00321  onet_dimensions      onet_dimensions:90%  inference:10%
educational                 9  0.00289  inference            inference:56%  onet_dimensions:22%  onet_tasks:11%
procedures                  9  0.00289  onet_dimensions      onet_dimensions:89%  inference:11%
resources                   9  0.00289  onet_dimensions      onet_dimensions:100%
benefits                    9  0.00289  wikipedia            wikipedia:67%  onet_dimensions:33%
needed                      9  0.00289  onet_dimensions      onet_dimensions:78%  wikipedia:11%  inference:11%
districts                   9  0.00289  wikipedia            wikipedia:78%  inference:22%
teach                       8  0.00257  dwas                 dwas:62%  onet_tasks:25%  inference:12%
social                      8  0.00257  onet_dimensions      onet_dimensions:62%  onet_tasks:25%  inference:12%
technology                  8  0.00257  onet_dimensions      onet_dimensions:50%  inference:38%  onet_tasks:12%
performance                 8  0.00257  onet_dimensions      onet_dimensions:88%  wikipedia:12%