[Core] [22% incumbents] Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.
  DWAs: Encourage students.

[Core] [22% incumbents] Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.
  DWAs: Communicate project information to others. | Apply multiple teaching methods.

[Core] [22% incumbents] Assess students' progress throughout tutoring sessions.
  DWAs: Evaluate student work.

[Core] [22% incumbents] Teach students study skills, note-taking skills, and test-taking strategies.
  DWAs: Tutor students who need extra assistance.

[Core] [22% incumbents] Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.
  DWAs: Tutor students who need extra assistance.

[Core] [22% incumbents] Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.
  DWAs: Attend training sessions or professional meetings to develop or maintain professional knowledge.

[Core] [22% incumbents] Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.
  DWAs: Assess educational needs of students. | Collaborate with other teaching professionals to develop educational programs.

[Core] [22% incumbents] Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.
  DWAs: Monitor student performance.

[Core] [22% incumbents] Schedule tutoring appointments with students or their parents.
  DWAs: Schedule instructional activities.

[Core] [22% incumbents] Organize tutoring environment to promote productivity and learning.
  DWAs: Organize informational materials.

[Core] [22% incumbents] Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email.
  DWAs: Discuss student progress with parents or guardians.

[Core] [22% incumbents] Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.
  DWAs: Maintain student records.

[Core] [22% incumbents] Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [22% incumbents] Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.
  DWAs: Tutor students who need extra assistance.

[Core] [22% incumbents] Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.
  DWAs: Document lesson plans.

[Core] [22% incumbents] Develop teaching or training materials, such as handouts, study materials, or quizzes.
  DWAs: Develop instructional materials.

[Supplemental] [22% incumbents] Travel to students' homes, libraries, or schools to conduct tutoring sessions.
  DWAs: Tutor students who need extra assistance.

[Supplemental] [22% incumbents] Administer, proctor, or score academic or diagnostic assessments.
  DWAs: Administer tests to assess educational needs or progress. | Evaluate student work.

[Supplemental] [22% incumbents] Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.
  DWAs: Advise students on academic or career matters.

--- SKILLS ---
  Reading Comprehension (imp:4.12 lvl:4.00) — Understanding written sentences and paragraphs in work-related documents.
  Active Listening (imp:4.00 lvl:4.00) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:4.00 lvl:3.88) — Talking to others to convey information effectively.
  Learning Strategies (imp:4.00 lvl:3.88) — Selecting and using training/instructional methods and procedures appropriate fo
  Critical Thinking (imp:3.75 lvl:3.75) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Writing (imp:3.62 lvl:3.75) — Communicating effectively in writing as appropriate for the needs of the audienc
  Active Learning (imp:3.62 lvl:3.50) — Understanding the implications of new information for both current and future pr
  Monitoring (imp:3.50 lvl:3.50) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Mathematics (imp:2.88 lvl:2.50) — Using mathematics to solve problems.
  Science (imp:1.62 lvl:0.62) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  Customer and Personal Service (imp:4.50 lvl:5.05) — Knowledge of principles and processes for providing customer and personal servic
  English Language (imp:4.23 lvl:4.91) — Knowledge of the structure and content of the English language including the mea
  Education and Training (imp:4.14 lvl:4.73) — Knowledge of principles and methods for curriculum and training design, teaching
  Mathematics (imp:3.73 lvl:4.64) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Computers and Electronics (imp:3.24 lvl:3.95) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Psychology (imp:3.14 lvl:3.05) — Knowledge of human behavior and performance; individual differences in ability, 
  Administrative (imp:2.77 lvl:3.45) — Knowledge of administrative and office procedures and systems such as word proce
  Chemistry (imp:2.73 lvl:2.73) — Knowledge of the chemical composition, structure, and properties of substances a
  Sociology and Anthropology (imp:2.73 lvl:2.82) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Biology (imp:2.68 lvl:2.45) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Communications and Media (imp:2.68 lvl:2.55) — Knowledge of media production, communication, and dissemination techniques and m
  Physics (imp:2.62 lvl:2.68) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Administration and Management (imp:2.33 lvl:2.59) — Knowledge of business and management principles involved in strategic planning, 
  Public Safety and Security (imp:2.32 lvl:1.73) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  Therapy and Counseling (imp:2.23 lvl:2.50) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Foreign Language (imp:2.23 lvl:2.05) — Knowledge of the structure and content of a foreign (non-English) language inclu
  History and Archeology (imp:2.18 lvl:2.23) — Knowledge of historical events and their causes, indicators, and effects on civi
  Telecommunications (imp:2.15 lvl:1.19) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Personnel and Human Resources (imp:2.09 lvl:1.91) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Geography (imp:2.09 lvl:2.50) — Knowledge of principles and methods for describing the features of land, sea, an
  Law and Government (imp:1.91 lvl:1.59) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Sales and Marketing (imp:1.86 lvl:1.91) — Knowledge of principles and methods for showing, promoting, and selling products
  Philosophy and Theology (imp:1.82 lvl:1.95) — Knowledge of different philosophical systems and religions. This includes their 
  Engineering and Technology (imp:1.73 lvl:1.32) — Knowledge of the practical application of engineering science and technology. Th
  Medicine and Dentistry (imp:1.73 lvl:1.05) — Knowledge of the information and techniques needed to diagnose and treat human i
  Economics and Accounting (imp:1.68 lvl:1.14) — Knowledge of economic and accounting principles and practices, the financial mar
  Design (imp:1.45 lvl:0.73) — Knowledge of design techniques, tools, and principles involved in production of 
  Fine Arts (imp:1.45 lvl:1.00) — Knowledge of the theory and techniques required to compose, produce, and perform
  Production and Processing (imp:1.38 lvl:0.67) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Transportation (imp:1.29 lvl:0.52) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Building and Construction (imp:1.14 lvl:0.24) — Knowledge of materials, methods, and the tools involved in the construction or r
  Mechanical (imp:1.14 lvl:0.29) — Knowledge of machines and tools, including their designs, uses, repair, and main
  Food Production (imp:1.05 lvl:0.09) — Knowledge of techniques and equipment for planting, growing, and harvesting food

--- ABILITIES ---
  Oral Comprehension (imp:4.12 lvl:4.00) — The ability to listen to and understand information and ideas presented through 
  Written Comprehension (imp:4.00 lvl:4.00) — The ability to read and understand information and ideas presented in writing.
  Oral Expression (imp:4.00 lvl:4.25) — The ability to communicate information and ideas in speaking so others will unde
  Written Expression (imp:4.00 lvl:4.00) — The ability to communicate information and ideas in writing so others will under
  Speech Clarity (imp:4.00 lvl:3.75) — The ability to speak clearly so others can understand you.
  Speech Recognition (imp:3.88 lvl:3.75) — The ability to identify and understand the speech of another person.
  Fluency of Ideas (imp:3.38 lvl:3.12) — The ability to come up with a number of ideas about a topic (the number of ideas
  Problem Sensitivity (imp:3.38 lvl:3.62) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Deductive Reasoning (imp:3.38 lvl:3.12) — The ability to apply general rules to specific problems to produce answers that 
  Inductive Reasoning (imp:3.38 lvl:3.12) — The ability to combine pieces of information to form general rules or conclusion
  Near Vision (imp:3.38 lvl:3.12) — The ability to see details at close range (within a few feet of the observer).
  Information Ordering (imp:3.25 lvl:3.12) — The ability to arrange things or actions in a certain order or pattern according
  Selective Attention (imp:3.12 lvl:3.12) — The ability to concentrate on a task over a period of time without being distrac
  Originality (imp:3.00 lvl:3.12) — The ability to come up with unusual or clever ideas about a given topic or situa
  Category Flexibility (imp:3.00 lvl:3.00) — The ability to generate or use different sets of rules for combining or grouping
  Mathematical Reasoning (imp:2.88 lvl:3.00) — The ability to choose the right mathematical methods or formulas to solve a prob
  Memorization (imp:2.88 lvl:2.88) — The ability to remember information such as words, numbers, pictures, and proced
  Flexibility of Closure (imp:2.88 lvl:2.88) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Speed of Closure (imp:2.75 lvl:2.38) — The ability to quickly make sense of, combine, and organize information into mea
  Time Sharing (imp:2.75 lvl:2.75) — The ability to shift back and forth between two or more activities or sources of
  Number Facility (imp:2.62 lvl:2.62) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Perceptual Speed (imp:2.25 lvl:2.12) — The ability to quickly and accurately compare similarities and differences among
  Far Vision (imp:2.25 lvl:2.25) — The ability to see details at a distance.
  Visualization (imp:2.12 lvl:2.00) — The ability to imagine how something will look after it is moved around or when 
  Auditory Attention (imp:2.12 lvl:2.12) — The ability to focus on a single source of sound in the presence of other distra
  Visual Color Discrimination (imp:2.00 lvl:1.88) — The ability to match or detect differences between colors, including shades of c
  Hearing Sensitivity (imp:2.00 lvl:1.88) — The ability to detect or tell the differences between sounds that vary in pitch 
  Finger Dexterity (imp:1.75 lvl:1.25) — The ability to make precisely coordinated movements of the fingers of one or bot
  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
  Manual Dexterity (imp:1.62 lvl:0.62) — The ability to quickly move your hand, your hand together with your arm, or your
  Control Precision (imp:1.50 lvl:0.50) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Trunk Strength (imp:1.50 lvl:0.75) — The ability to use your abdominal and lower back muscles to support part of the 
  Wrist-Finger Speed (imp:1.12 lvl:0.12) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Spatial Orientation (imp:1.00) — The ability to know your location in relation to the environment or to know wher
  Multilimb Coordination (imp:1.00) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  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.
  Static Strength (imp:1.00) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Explosive Strength (imp:1.00) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Dynamic Strength (imp:1.00) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Stamina (imp:1.00) — The ability to exert yourself physically over long periods of time without getti
  Extent Flexibility (imp:1.00) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Gross Body Coordination (imp:1.00) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Gross Body Equilibrium (imp:1.00) — The ability to keep or regain your body balance or stay upright when in an unsta
  Night Vision (imp:1.00) — The ability to see under low-light conditions.
  Peripheral Vision (imp:1.00) — The ability to see objects or movement of objects to one's side when the eyes ar
  Depth Perception (imp:1.00) — The ability to judge which of several objects is closer or farther away from you
  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 ---
  Training and Teaching Others (imp:4.71 lvl:4.59) — Identifying the educational needs of others, developing formal educational or tr
  Establishing and Maintaining Interpersonal Relationships (imp:4.55 lvl:5.09) — Developing constructive and cooperative working relationships with others, and m
  Coaching and Developing Others (imp:4.48 lvl:4.73) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Making Decisions and Solving Problems (imp:4.18 lvl:3.95) — Analyzing information and evaluating results to choose the best solution and sol
  Communicating with Supervisors, Peers, or Subordinates (imp:4.14 lvl:4.27) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Interpreting the Meaning of Information for Others (imp:4.10 lvl:4.09) — Translating or explaining what information means and how it can be used.
  Thinking Creatively (imp:4.05 lvl:3.86) — Developing, designing, or creating new applications, ideas, relationships, syste
  Updating and Using Relevant Knowledge (imp:4.00 lvl:4.55) — Keeping up-to-date technically and applying new knowledge to your job.
  Getting Information (imp:3.86 lvl:3.91) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Organizing, Planning, and Prioritizing Work (imp:3.82 lvl:4.50) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Documenting/Recording Information (imp:3.79 lvl:3.57) — Entering, transcribing, recording, storing, or maintaining information in writte
  Performing for or Working Directly with the Public (imp:3.64 lvl:3.41) — Performing for people or dealing directly with the public. This includes serving
  Providing Consultation and Advice to Others (imp:3.52 lvl:3.77) — Providing guidance and expert advice to management or other groups on technical,
  Developing Objectives and Strategies (imp:3.45 lvl:3.64) — Establishing long-range objectives and specifying the strategies and actions to 
  Scheduling Work and Activities (imp:3.45 lvl:3.09) — Scheduling events, programs, and activities, as well as the work of others.
  Working with Computers (imp:3.45 lvl:2.91) — Using computers and computer systems (including hardware and software) to progra
  Assisting and Caring for Others (imp:3.45 lvl:3.50) — Providing personal assistance, medical attention, emotional support, or other pe
  Processing Information (imp:3.19 lvl:3.29) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Analyzing Data or Information (imp:3.18 lvl:3.14) — Identifying the underlying principles, reasons, or facts of information by break
  Monitoring Processes, Materials, or Surroundings (imp:3.14 lvl:3.32) — Monitoring and reviewing information from materials, events, or the environment,
  Performing Administrative Activities (imp:3.05 lvl:3.05) — Performing day-to-day administrative tasks such as maintaining information files
  Identifying Objects, Actions, and Events (imp:2.82 lvl:2.55) — Identifying information by categorizing, estimating, recognizing differences or 
  Resolving Conflicts and Negotiating with Others (imp:2.73 lvl:2.73) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Coordinating the Work and Activities of Others (imp:2.68 lvl:2.50) — Getting members of a group to work together to accomplish tasks.
  Developing and Building Teams (imp:2.57 lvl:2.32) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Judging the Qualities of Objects, Services, or People (imp:2.55 lvl:2.36) — Assessing the value, importance, or quality of things or people.
  Evaluating Information to Determine Compliance with Standards (imp:2.55 lvl:2.18) — Using relevant information and individual judgment to determine whether events o
  Communicating with People Outside the Organization (imp:2.55 lvl:2.50) — Communicating with people outside the organization, representing the organizatio
  Guiding, Directing, and Motivating Subordinates (imp:2.33 lvl:2.19) — Providing guidance and direction to subordinates, including setting performance 
  Monitoring and Controlling Resources (imp:1.95 lvl:1.77) — Monitoring and controlling resources and overseeing the spending of money.
  Staffing Organizational Units (imp:1.77 lvl:1.18) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Selling or Influencing Others (imp:1.76 lvl:1.48) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:1.73 lvl:1.50) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Controlling Machines and Processes (imp:1.67 lvl:0.81) — Using either control mechanisms or direct physical activity to operate machines 
  Inspecting Equipment, Structures, or Materials (imp:1.64 lvl:0.95) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Performing General Physical Activities (imp:1.59 lvl:0.95) — Performing general physical activities includes doing activities that require co
  Handling and Moving Objects (imp:1.55 lvl:1.36) — Using hands and arms in handling, installing, positioning, and moving materials,
  Repairing and Maintaining Electronic Equipment (imp:1.48 lvl:0.86) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.38 lvl:0.52) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Repairing and Maintaining Mechanical Equipment (imp:1.19 lvl:0.59) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.14 lvl:0.27) — Providing documentation, detailed instructions, drawings, or specifications to t

--- WORK STYLES ---
  Dependability (imp:5.00) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:4.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:3.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Dependability (imp:2.56) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Cooperation (imp:2.47) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Optimism (imp:2.44) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Empathy (imp:2.27) — A tendency to show concern for others and be sensitive to others' needs and feel
  Social Orientation (imp:2.26) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Empathy (imp:2.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Integrity (imp:1.99) — A tendency to be honest and ethical at work.
  Sincerity (imp:1.97) — A tendency to be genuine and sincere in interactions with others at work, withou
  Self-Control (imp:1.91) — A tendency to remain calm and composed and to manage emotions effectively in res
  Attention to Detail (imp:1.81) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Perseverance (imp:1.77) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Achievement Orientation (imp:1.71) — A tendency to establish and maintain personally challenging work-related goals, 
  Self-Confidence (imp:1.66) — A tendency to believe in one's work-related capabilities and ability to control 
  Adaptability (imp:1.58) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Intellectual Curiosity (imp:1.54) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Initiative (imp:1.50) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Innovation (imp:1.30) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Stress Tolerance (imp:1.27) — A tendency to cope and function effectively in stressful situations at work.
  Humility (imp:1.22) — A tendency to be modest and humble when interacting with others at work.
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Tolerance for Ambiguity (imp:0.93) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Leadership Orientation (imp:0.76) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Cautiousness (imp:0.69) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Innovation () — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Achievement Orientation () — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity () — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Tolerance for Ambiguity () — A tendency to be comfortable with ambiguity and uncertainty at work.
  Initiative () — A tendency to be proactive and take on extra responsibilities and tasks that may
  Adaptability () — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Self-Confidence () — A tendency to believe in one's work-related capabilities and ability to control 
  Perseverance () — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Leadership Orientation () — A tendency to lead, take charge, offer opinions, and provide direction at work.
  Humility () — A tendency to be modest and humble when interacting with others at work.
  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.
  Stress Tolerance () — A tendency to cope and function effectively in stressful situations at work.
  Self-Control () — A tendency to remain calm and composed and to manage emotions effectively in res

--- TRANSFERABLE SKILLS ---
  Instructing (imp:4.12 lvl:3.88) — Teaching others how to do something.
  Social Perceptiveness (imp:3.75 lvl:3.12) — Being aware of others' reactions and understanding why they react as they do.
  Complex Problem Solving (imp:3.62 lvl:3.12) — Identifying complex problems and reviewing related information to develop and ev
  Service Orientation (imp:3.38 lvl:3.12) — Actively looking for ways to help people.
  Judgment and Decision Making (imp:3.25 lvl:3.25) — Considering the relative costs and benefits of potential actions to choose the m
  Time Management (imp:3.12 lvl:3.38) — Managing one's own time and the time of others.
  Coordination (imp:3.00 lvl:3.00) — Adjusting actions in relation to others' actions.
  Persuasion (imp:3.00 lvl:3.12) — Persuading others to change their minds or behavior.
  Negotiation (imp:3.00 lvl:2.88) — Bringing others together and trying to reconcile differences.
  Management of Personnel Resources (imp:2.75 lvl:2.62) — Motivating, developing, and directing people as they work, identifying the best 
  Systems Analysis (imp:2.50 lvl:2.75) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.25 lvl:2.75) — Identifying measures or indicators of system performance and the actions needed 
  Operations Analysis (imp:1.75 lvl:0.88) — Analyzing needs and product requirements to create a design.
  Technology Design (imp:1.38 lvl:0.50) — Generating or adapting equipment and technology to serve user needs.
  Programming (imp:1.38 lvl:0.50) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.38 lvl:0.50) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Management of Material Resources (imp:1.25 lvl:0.38) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Quality Control Analysis (imp:1.12 lvl:0.25) — Conducting tests and inspections of products, services, or processes to evaluate
  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.
  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 : 175,070
  annual_median    : $43,350
  annual_pct10     : $29,430
  annual_pct25     : $35,000
  annual_pct75     : $54,860
  annual_pct90     : $75,990
  annual_mean      : $48,050
  hourly_median    : $20.84

--- GEOGRAPHIC DISPERSION ---
  highest_state    : Wyoming ($82,290)
  lowest_state     : Guam ($30,410)
  dispersion_ratio : 2.706x

--- TOP STATES BY WAGE (52 total) ---
  Educational Services                     emp:  158,780  median: $  43,510
  Health Care and Social Assistance        emp:    8,140  median: $  41,960
  Other Services (except Public Administration) emp:    3,740  median: $  39,570
  Administrative and Support and Waste Management and Remediation Services emp:    1,280  median: $  38,290
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    1,150  median: $  40,420
  Information                              emp:      330  median: $  43,140
  Management of Companies and Enterprises  emp:      110  median: $  38,830

--- TOP INDUSTRIES BY EMPLOYMENT (7 total) ---
  Educational Services                     emp:  158,780  median: $  43,510
  Health Care and Social Assistance        emp:    8,140  median: $  41,960
  Other Services (except Public Administration) emp:    3,740  median: $  39,570
  Administrative and Support and Waste Management and Remediation Services emp:    1,280  median: $  38,290
  Federal, State, and Local Government, excluding State and Local Government Schools and Hospitals and the U.S. Postal Service (OEWS Designation) emp:    1,150  median: $  40,420
  Information                              emp:      330  median: $  43,140
  Management of Companies and Enterprises  emp:      110  median: $  38,830

exact_match_status : found
matched_title      : Tutoring
match_score        : 0.7143
wikidata_qid       : Q901222
word_count         : 2,879
wikipedia_url      : https://en.wikipedia.org/wiki/Tutoring
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:15:54.531548Z

--- WIKIPEDIA FULL TEXT ---
Tutoring is private academic help, usually provided by an expert teacher; someone with deep knowledge or defined expertise in a particular subject or set of subjects. 
A tutor, formally also called an academic tutor, is a person who provides assistance or tutelage to one or more people on certain subject areas or skills. The tutor spends a few hours on a daily, weekly, or monthly basis to transfer their expertise on the topic or skill to the student (also called a tutee). Tutoring can take place in different settings. A private tutor is often a person who provides additional educational support outside a person's school or other educational setting. In the British higher education system, a tutor is a general term for someone delivering tutorials, individually or in small groups: see tutorial system.


== History ==

Formal education is first attested among the scribes of ancient Egypt but, in most fields, instruction was traditionally handled on a personal basis, with most skills and professions long handed down within families or via apprenticeship until the modern era. In classical antiquity, the lower classes could pay for instruction in group settings like ludi but the upper classes preferred personalized home tutoring. In ancient China, some aristocratic tutors like Confucius and Mencius attracted so many students that they established influential philosophies. In ancient Greece, some sophists established lucrative careers teaching the important skills of public speaking for the assembly or courts; in Plato's works, Socrates provides similar services for free while criticizing the sophists for their presumed lack of concern for actual truth and understanding. In the case of the ancient Romans, the education of the patricians and wealthy plebeians was frequently provided by Greek slaves. 
Royal tutors, the personal instructors of future rulers, have always enjoyed importance and prestige. In particular, the Grand Tutor (太傅, tàifù) was one of the three great lords of the royal court of the Zhou dynasty of ancient China. Similar positions remained in very high importance across East Asia into the modern era.
By some accounting, methods of tutoring only began to become more structured after the 20th century through focus and specialization in the training of tutors, application of tutoring, and evaluation of tutors. From the 20th century onwards, with the rapid spread of mainstream education, the demand for tutoring has also increased as a way to supplement formal education.


== British and Irish secondary schools ==

In British and Irish secondary schools, form tutors are given the responsibilities of a form or class of students in a particular year group (up to 30 students). They usually work in year teams headed by a year leader, year head, or guidance teacher. Form tutors will provide parents with most of the information about their child's progress and any problems they might be experiencing.
In the United Kingdom and Ireland, private tutoring outside school is common for students who need extra support in one or more subjects, particularly leading up to exams. In Ireland this practice is known as grinds.


== Private tutoring in Asia ==
A 2012 study by the Asian Development Bank and the Comparative Education Research Centre at the University of Hong Kong pointed out that private tutoring can dominate the lives of young people and their families, maintain and exacerbate social inequalities, divert needed household income into an unregulated industry, and create inefficiencies in education systems. It can also undermine official statements about fee-free education and create threats to social cohesion.
In South Korea, nearly 90% of elementary students receive some form of shadow education, usually in cram schools termed  Hagwon. In Hong Kong, about 85% of senior secondary students do so. 60% of primary students in West Bengal, India, and 60% of secondary students in Kazakhstan receive private tutoring.
Demand for tutoring in Asia is exploding; by comparison globally, shadow education is most extensive in Asia. This is partly due to the stratification of education systems, cultural factors, perceptions of shortcomings in regular school systems, and the combination of growing wealth and smaller family sizes. Therefore, the education sector has become a profitable industry which businesses have created different kinds of products and advertisement such as "the king/queen of tutorial", a usual advertisement tactic of Hong Kong tutorial centers that has spread to South Korea, Thailand, Sri Lanka, and India where tutors achieve "celebrity-like status". In some cases, successful Southeast Asian tutors will even embrace the title of "tutor". Online private tutor matching platforms and learning platform offering online learning materials are other product offerings.
In Cambodia, most tutoring is provided by teachers, whereas in Hong Kong, it is provided by individuals, small companies or large companies. In Mongolia, most tutoring is labor-intensive, while entrepreneurs in South Korea make use of computers and other forms of technology.


=== Policy ===
A 2012 study by the Asian Development Bank and the Comparative Education Research Centre at the University of Hong Kong recommended policymakers across the region take a closer look at how ‘shadow education’ affects family budgets, children's time, and national education systems. It suggested that in order to reduce the need for private lessons, improvements in mainstream schools should be made. Regulations are also needed to protect citizens.
On 24 July 2021, the Double Reduction Policy got promulgated jointly by the General Office of the Chinese Communist Party and the State Council of the People's Republic of China. The policy reclassified tutoring institutions in China as non-profit organizations, which solved the over-reliance of Chinese students on after-school tutoring classes, and reduced the additional financial burden on Chinese families. Chinese families spend 40 to 50 percent of their total domestic spending on tutoring. The double reduction policy's regulation of shadow education has improved the quality of school curriculum during the Compulsory education period and relieved the inequality of educational resources caused by the economic gap.


== Costs of tutoring ==
Some studies have estimated costs associated with "shadow education". In Pakistan, expenditures on tutoring per child averaged $3.40 a month in 2011. In Japan, families spent $12 billion in 2010 on private tutoring. 
In Georgia, household expenditures for private tutoring at the secondary school level was $48 million in 2011. In Hong Kong, the business of providing private tutoring to secondary schools reached $255 million in 2011. The estimated size of the private tuition industry in India was estimated to be worth around $70 billion in 2017.
In South Korea, where the government has attempted to cool down the private tutoring market, shadow education costs have nonetheless continually grown, reaching $17.3 billion in 2010. Household expenditures on private tutoring are equivalent to about 80% of government expenditures on public education for primary and secondary students.
In the United States, the tutoring market is fragmented. Some online tutoring marketplaces, however, have managed to aggregate a large number of private tutors on their platform and also tutoring data. For example, one such site has over 34,000 registered tutors in California and made public their tutoring hourly rate data.
In the United Kingdom, the cost of tuition is dependent upon a variety of factors such as subject, level (Key Stages, GCSE or A-Level), tutor experience and whether the lesson takes place virtually or in person. If you are looking to receive online tutoring from a qualified UK teacher with a verified certificate it will cost between £30 & 40 per hour. It is also common in the UK to apply for tutoring sessions through your local school

--- SEMANTIC NEIGHBORS (5) ---

  Title: Online tutoring (similarity: 0.4762)
  URL: https://en.wikipedia.org/wiki/Online_tutoring
  QID: Q4162380
  Extract: Online tutoring is the process of tutoring in an online, virtual, or networked, environment, in which teachers and learners participate from separate physical locations. Aside from space, participants can also be separated by time.

  Title: Tutor group (similarity: 0.5882)
  URL: https://en.wikipedia.org/wiki/Tutor_group
  QID: Q7856974
  Extract: A tutor group is a term used in schools in the United Kingdom to denote a group of students whose pastoral and academic needs are looked after by one tutor. This will happen either through regular tutorials, or on a more casual basis. A group of students under one tutor are called tutees. Other term

  Title: Intelligent tutoring system (similarity: 0.3636)
  URL: https://en.wikipedia.org/wiki/Intelligent_tutoring_system
  QID: Q3055492
  Extract: An intelligent tutoring system (ITS) is a computer system that imitates human tutors and aims to provide immediate and customized instruction or feedback to learners, usually without requiring intervention from a human teacher. ITSs have the common goal of enabling learning in a meaningful and effec

  Title: Coaching (similarity: 0.1429)
  URL: https://en.wikipedia.org/wiki/Coaching
  QID: Q1104185
  Extract: 
Coaching is a form of development in which an experienced person, called a coach, supports a learner or client in achieving a specific personal or professional goal by providing training and guidance. The learner is sometimes called a coachee. Occasionally, coaching may mean an informal relationshi

  Title: Coach Carter (similarity: 0.2222)
  URL: https://en.wikipedia.org/wiki/Coach_Carter
  QID: Q1104158
  Extract: Coach Carter is a 2005 American biographical sports drama film starring Samuel L. Jackson and directed by Thomas Carter. It is based on the true story of Richmond High School basketball coach Ken Carter, who made headlines in 1999 for suspending his undefeated high school basketball team due to poor

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong data availability across all O*NET dimensions with clear task descriptions, comprehensive skill/ability profiles, and robust wage/employment statistics from BLS OEWS May 2025.
inferred_at          : 2026-06-03T17:38:50.130808+00:00
tokens_input         : 4,563
tokens_output        : 4,306
cost_usd             : $0.046617
wikipedia_used       : True
wikipedia_title      : Tutoring
wikipedia_note       : Wikipedia confirms tutoring as private academic help provided by expert teachers with deep subject knowledge. The semantic neighbors include online tutoring and intelligent tutoring systems, indicating the field's evolution with technology.

--- PROSE FIELDS ---

ROLE SUMMARY:
Tutors provide individualized academic instruction to students outside of formal classroom settings, helping them master specific subjects or prepare for standardized tests. They assess learning needs, develop customized teaching approaches, and use positive reinforcement to build student confidence and academic performance. Tutors work with individual students or small groups, adapting their instruction methods to match each learner's pace and style.

DAY IN THE LIFE:
Tutors begin by reviewing each student's academic progress and identifying specific areas needing improvement through assessment and discussion. They prepare customized lesson plans and gather relevant materials, then conduct one-on-one or small group sessions using various teaching methods like working through practice problems, reviewing class materials, or explaining complex concepts in simplified terms. Throughout sessions, they provide immediate feedback and positive reinforcement to encourage students and build confidence. They regularly communicate with parents, teachers, and school administrators to coordinate support strategies and track progress. Sessions conclude with assigning practice work and scheduling follow-up appointments.

WHO THRIVES:
Successful tutors possess strong social orientation and dependability, excelling at building supportive relationships with students while maintaining consistent, reliable service. They demonstrate excellent oral and written communication abilities, with the patience to explain concepts multiple ways until students achieve understanding. These professionals thrive on helping others succeed and find satisfaction in witnessing student progress and confidence growth. They typically have strong subject matter expertise combined with the ability to break down complex information into digestible parts, adapting their teaching style to match individual learning preferences and needs.

CAREER ENTRY:
Most tutors hold a bachelor's degree (40.9%) in their subject area of expertise, though 36.4% enter with some college coursework and strong subject knowledge. Entry typically requires demonstrated competency in specific academic subjects, often verified through transcripts, standardized test scores, or teaching experience. Many tutors begin while pursuing their own education, gaining experience through peer tutoring programs or working with tutoring companies that provide training in effective instruction techniques.

CAREER TRAJECTORY:
Experienced tutors often advance to specialized roles such as test preparation specialists, academic coaches, or educational consultants, leveraging their deep understanding of learning processes and student needs. Some transition into formal teaching positions in K-12 schools or postsecondary institutions, while others establish private tutoring businesses or work as curriculum developers. The skills in individualized instruction and assessment naturally lead to opportunities in educational technology companies, learning centers, or specialized programs for students with learning differences.

MARKET INTELLIGENCE:
The tutoring field employs 175,070 professionals nationwide with a median annual wage of $43,350 according to BLS OEWS May 2025, ranging from $29,430 to $75,990 for the 10th to 90th percentiles. Geographic variation is significant, with Wyoming offering the highest wages at $82,290 compared to Guam's $30,410, representing a 2.71x ratio difference. Educational Services dominates employment with 158,780 positions, followed by Health Care and Social Assistance with 8,140 roles. The field shows strong demand driven by increased focus on personalized learning, test preparation needs, and academic support services across all educational levels.

AUTOMATION OUTLOOK:
Tutoring faces moderate automation risk as core activities like establishing interpersonal relationships, providing emotional support, and adapting instruction to individual learning styles remain distinctly human capabilities. While educational technology and AI-powered learning platforms may supplement tutoring services, the personalized nature of coaching and developing others, combined with the need for social perceptiveness and real-time instructional adjustments, creates natural barriers to full automation.

--- REASONED EDGES ---
  [skill_overlap] Secondary School Teachers, Except Special and Career/Technical Education (25-2031.00) — confidence:high
    reasoning: Both roles share critical teaching skills including Training and Teaching Others (tutors 4.7 importance) and identical requirements for oral comprehension, written expression, and instructional abilities.
    data: Training and Teaching Others importance 4.7
    data: Oral Comprehension level 4.0
    data: Related occupation primary-short designation
  [task_similarity] Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors (25-3011.00) — confidence:high
    reasoning: Both roles focus on individualized instruction and assessment of student progress, with shared emphasis on developing customized learning approaches for specific student populations.
    data: Assess students' progress throughout sessions
    data: Provide private instruction to individual or small groups
    data: Related occupation primary-short
  [career_pathway] Teaching Assistants, Postsecondary (25-9044.00) — confidence:medium
    reasoning: Teaching assistant roles represent a natural progression from tutoring, utilizing the same instructional and student support skills in a more formal educational setting.
    data: Related occupation primary-short
    data: Shared Job Zone 3 preparation level
    data: Coaching and Developing Others activity
  [riasec_cluster] Special Education Teachers, Kindergarten (25-2055.00) — confidence:medium
    reasoning: Both roles exhibit strong Social orientation (tutors S:6.75) with focus on individualized instruction and adapting teaching methods to meet specific student needs.
    data: Social RIASEC score 6.75
    data: Individualized instruction focus
    data: Related occupation primary-long
  [transferable_skill] Teaching Assistants, Special Education (25-9043.00) — confidence:high
    reasoning: Core transferable skills overlap significantly including Instructing (4.1 importance), Social Perceptiveness (3.8 importance), and Service Orientation (3.4 importance).
    data: Instructing skill importance 4.1
    data: Social Perceptiveness 3.8
    data: Service Orientation 3.4
    data: Related occupation primary-long

--- NORMALIZER SIGNALS ---
  match_keywords   : ['tutor', 'tutoring', 'academic support', 'individualized instruction', 'test preparation', 'academic coach', 'private instruction', 'learning assistance']
  exclude_keywords : ['classroom teacher', 'principal', 'administrator', 'counselor', 'librarian']
  title_patterns   : ['Academic Tutor', 'Subject Tutor', 'Test Prep Instructor', 'Academic Coach', 'Learning Specialist']
  common_variations: ['Academic Tutor', 'Private Tutor', 'Subject Matter Tutor', 'Test Prep Tutor', 'Online Tutor', 'Academic Mentor', 'Learning Coach', 'Study Skills Instructor']

total_terms    : 40
top_words      : ['tutoring', 'students', 'others', 'tendency', 'private', 'academic', 'tutors', 'learning', 'equipment', 'tutor', 'school', 'needs', 'materials', 'services', 'student', 'teaching', 'principles', 'instruction', 'performance', 'educational']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
tutoring                  118  0.02764  wikipedia            wikipedia:83%  onet_tasks:9%  inference:8%
students                   64  0.01499  wikipedia            wikipedia:53%  onet_tasks:25%  dwas:12%
others                     42  0.00984  onet_dimensions      onet_dimensions:90%  inference:7%  dwas:2%
tendency                   42  0.00984  onet_dimensions      onet_dimensions:100%
private                    35  0.00820  wikipedia            wikipedia:91%  inference:6%  onet_tasks:3%
academic                   28  0.00656  wikipedia            wikipedia:54%  inference:25%  onet_tasks:18%
tutors                     25  0.00586  wikipedia            wikipedia:72%  inference:28%
learning                   24  0.00562  wikipedia            wikipedia:38%  inference:33%  onet_dimensions:17%
equipment                  24  0.00562  onet_dimensions      onet_dimensions:96%  onet_tasks:4%
tutor                      22  0.00515  wikipedia            wikipedia:82%  dwas:18%
school                     20  0.00468  wikipedia            wikipedia:85%  onet_tasks:10%  inference:5%
needs                      19  0.00445  onet_dimensions      onet_dimensions:42%  inference:21%  dwas:16%
materials                  19  0.00445  onet_dimensions      onet_dimensions:53%  onet_tasks:16%  dwas:11%
services                   19  0.00445  wikipedia            wikipedia:53%  onet_dimensions:32%  inference:16%
student                    18  0.00422  wikipedia            wikipedia:33%  dwas:28%  inference:22%
teaching                   18  0.00422  onet_dimensions      onet_dimensions:28%  wikipedia:28%  inference:28%
principles                 16  0.00375  onet_dimensions      onet_dimensions:100%
instruction                15  0.00351  wikipedia            wikipedia:53%  inference:33%  onet_tasks:7%
performance                15  0.00351  onet_dimensions      onet_dimensions:47%  onet_tasks:20%  wikipedia:20%
educational                15  0.00351  wikipedia            wikipedia:33%  inference:33%  dwas:20%
online                     14  0.00328  wikipedia            wikipedia:93%  inference:7%
techniques                 13  0.00304  onet_dimensions      onet_dimensions:77%  onet_tasks:15%  inference:8%
teachers                   13  0.00304  wikipedia            wikipedia:69%  onet_tasks:15%  inference:15%
schools                    13  0.00304  wikipedia            wikipedia:85%  onet_tasks:8%  inference:8%
includes                   13  0.00304  onet_dimensions      onet_dimensions:92%  wikipedia:8%
control                    13  0.00304  onet_dimensions      onet_dimensions:92%  wikipedia:8%
shadow                     13  0.00304  wikipedia            wikipedia:100%
problems                   12  0.00281  onet_dimensions      onet_dimensions:75%  onet_tasks:8%  wikipedia:8%
resources                  12  0.00281  onet_dimensions      onet_dimensions:75%  wikipedia:25%
activities                 12  0.00281  onet_dimensions      onet_dimensions:75%  dwas:8%  wikipedia:8%
objects                    12  0.00281  onet_dimensions      onet_dimensions:100%
social                     12  0.00281  onet_dimensions      onet_dimensions:42%  wikipedia:33%  inference:25%
progress                   11  0.00258  onet_tasks           onet_tasks:45%  inference:27%  dwas:18%
sessions                   11  0.00258  onet_tasks           onet_tasks:45%  inference:27%  wikipedia:18%
person                     11  0.00258  wikipedia            wikipedia:64%  onet_dimensions:27%  onet_tasks:9%
providing                  11  0.00258  onet_dimensions      onet_dimensions:64%  wikipedia:27%  inference:9%
group                      11  0.00258  wikipedia            wikipedia:73%  onet_dimensions:18%  inference:9%
public                     11  0.00258  wikipedia            wikipedia:64%  onet_dimensions:36%
ideas                      11  0.00258  onet_dimensions      onet_dimensions:100%
formal                     11  0.00258  wikipedia            wikipedia:73%  inference:18%  onet_dimensions:9%