[Core] [79% incumbents] Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  DWAs: Teach life skills.

[Core] [79% incumbents] Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  DWAs: Monitor student performance. | Teach others to use technology or equipment.

[Core] [79% incumbents] Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.
  DWAs: Distribute instructional or library materials.

[Supplemental] [79% incumbents] Assist in bus loading and unloading.
  DWAs: Supervise school or student activities.

[Supplemental] [79% incumbents] Attend staff meetings and serve on committees, as required.
  DWAs: Serve on institutional or departmental committees.

[Core] [78% incumbents] Provide assistance to students with special needs.
  DWAs: Assist students with special educational needs.

[Core] [78% incumbents] Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
  DWAs: Supervise school or student activities.

[Core] [78% incumbents] Carry out therapeutic regimens, such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
  DWAs: Implement therapeutic programs to improve patient functioning.

[Core] [78% incumbents] Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
  DWAs: Tutor students who need extra assistance.

[Core] [78% incumbents] Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  DWAs: Develop strategies or programs for students with special needs.

[Core] [78% incumbents] Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud.
  DWAs: Lead classes or community events.

[Core] [78% incumbents] Discuss assigned duties with classroom teachers to coordinate instructional efforts.
  DWAs: Collaborate with other teaching professionals to develop educational programs.

[Core] [78% incumbents] Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, or food preparation.
  DWAs: Teach life skills.

[Core] [78% incumbents] Clean classrooms.
  DWAs: Clean facilities or work areas. | Maintain clean work areas.

[Core] [78% incumbents] Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.
  DWAs: Display student work.

[Supplemental] [78% incumbents] Maintain computers in classrooms and laboratories, and assist students with hardware and software use.
  DWAs: Maintain computer equipment or software.

[Supplemental] [78% incumbents] Assist librarians in school libraries.
  DWAs: Assist other educational professionals with projects or research.

[Supplemental] [78% incumbents] Requisition and stock teaching materials and supplies.
  DWAs: Maintain inventories of materials, equipment, or products.

[Core] [77% incumbents] Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  DWAs: Assist students with special educational needs.

[Core] [77% incumbents] Enforce administration policies and rules governing students.
  DWAs: Enforce rules or policies governing student behavior.

[Core] [77% incumbents] Observe students' performance, and record relevant data to assess progress.
  DWAs: Monitor student performance. | Maintain student records.

[Core] [77% incumbents] Prepare classrooms with a variety of materials or resources for children to explore, manipulate, or use in learning activities or imaginative play.
  DWAs: Set up classroom materials or equipment.

[Core] [77% incumbents] Organize and supervise games and other recreational activities to promote physical, mental, and social development.
  DWAs: Plan educational activities.

[Core] [77% incumbents] Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  DWAs: Create technology-based learning materials.

[Supplemental] [77% incumbents] Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.
  DWAs: Document lesson plans.

[Supplemental] [77% incumbents] Participate in teacher-parent conferences regarding students' progress or problems.
  DWAs: Discuss student progress with parents or guardians.

[Supplemental] [77% incumbents] Laminate teaching materials to increase their durability under repeated use.
  DWAs: Set up classroom materials or equipment.

[Core] [76% incumbents] Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.
  DWAs: Develop instructional materials.

[Supplemental] [76% incumbents] Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.
  DWAs: Evaluate student work. | Maintain student records.

[Supplemental] [76% incumbents] Take class attendance and maintain attendance records.
  DWAs: Maintain student records.

--- SKILLS ---
  Active Listening (imp:3.88 lvl:3.38) — Giving full attention to what other people are saying, taking time to understand
  Speaking (imp:3.75 lvl:3.25) — Talking to others to convey information effectively.
  Reading Comprehension (imp:3.62 lvl:3.50) — Understanding written sentences and paragraphs in work-related documents.
  Learning Strategies (imp:3.62 lvl:3.62) — Selecting and using training/instructional methods and procedures appropriate fo
  Monitoring (imp:3.62 lvl:3.25) — Monitoring/Assessing performance of yourself, other individuals, or organization
  Critical Thinking (imp:3.38 lvl:3.50) — Using logic and reasoning to identify the strengths and weaknesses of alternativ
  Writing (imp:3.12 lvl:3.12) — Communicating effectively in writing as appropriate for the needs of the audienc
  Active Learning (imp:3.00 lvl:2.75) — Understanding the implications of new information for both current and future pr
  Mathematics (imp:1.88 lvl:1.25) — Using mathematics to solve problems.
  Science (imp:1.38 lvl:0.50) — Using scientific rules and methods to solve problems.

--- KNOWLEDGE ---
  English Language (imp:3.51 lvl:3.32) — Knowledge of the structure and content of the English language including the mea
  Psychology (imp:3.37 lvl:3.46) — Knowledge of human behavior and performance; individual differences in ability, 
  Education and Training (imp:2.87 lvl:2.54) — Knowledge of principles and methods for curriculum and training design, teaching
  Customer and Personal Service (imp:2.84 lvl:3.31) — Knowledge of principles and processes for providing customer and personal servic
  Mathematics (imp:2.67 lvl:3.01) — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their appl
  Public Safety and Security (imp:2.57 lvl:2.30) — Knowledge of relevant equipment, policies, procedures, and strategies to promote
  History and Archeology (imp:2.55 lvl:2.42) — Knowledge of historical events and their causes, indicators, and effects on civi
  Geography (imp:2.43 lvl:3.04) — Knowledge of principles and methods for describing the features of land, sea, an
  Sociology and Anthropology (imp:2.36 lvl:2.51) — Knowledge of group behavior and dynamics, societal trends and influences, human 
  Therapy and Counseling (imp:2.36 lvl:2.99) — Knowledge of principles, methods, and procedures for diagnosis, treatment, and r
  Communications and Media (imp:2.36 lvl:2.40) — Knowledge of media production, communication, and dissemination techniques and m
  Philosophy and Theology (imp:2.33 lvl:2.71) — Knowledge of different philosophical systems and religions. This includes their 
  Computers and Electronics (imp:2.25 lvl:2.61) — Knowledge of circuit boards, processors, chips, electronic equipment, and comput
  Medicine and Dentistry (imp:2.23 lvl:1.47) — Knowledge of the information and techniques needed to diagnose and treat human i
  Administration and Management (imp:2.15 lvl:1.67) — Knowledge of business and management principles involved in strategic planning, 
  Administrative (imp:2.14 lvl:1.94) — Knowledge of administrative and office procedures and systems such as word proce
  Law and Government (imp:2.01 lvl:1.69) — Knowledge of laws, legal codes, court procedures, precedents, government regulat
  Fine Arts (imp:1.92 lvl:1.31) — Knowledge of the theory and techniques required to compose, produce, and perform
  Personnel and Human Resources (imp:1.87 lvl:1.12) — Knowledge of principles and procedures for personnel recruitment, selection, tra
  Chemistry (imp:1.86 lvl:1.82) — Knowledge of the chemical composition, structure, and properties of substances a
  Biology (imp:1.74) — Knowledge of plant and animal organisms, their tissues, cells, functions, interd
  Transportation (imp:1.67 lvl:0.83) — Knowledge of principles and methods for moving people or goods by air, rail, sea
  Telecommunications (imp:1.66 lvl:0.73) — Knowledge of transmission, broadcasting, switching, control, and operation of te
  Economics and Accounting (imp:1.59 lvl:1.03) — Knowledge of economic and accounting principles and practices, the financial mar
  Foreign Language (imp:1.44) — Knowledge of the structure and content of a foreign (non-English) language inclu
  Design (imp:1.40 lvl:0.72) — Knowledge of design techniques, tools, and principles involved in production of 
  Engineering and Technology (imp:1.35 lvl:0.64) — Knowledge of the practical application of engineering science and technology. Th
  Physics (imp:1.35) — Knowledge and prediction of physical principles, laws, their interrelationships,
  Production and Processing (imp:1.30 lvl:0.61) — Knowledge of raw materials, production processes, quality control, costs, and ot
  Food Production (imp:1.28) — Knowledge of techniques and equipment for planting, growing, and harvesting food
  Sales and Marketing (imp:1.27) — Knowledge of principles and methods for showing, promoting, and selling products
  Building and Construction (imp:1.19) — Knowledge of materials, methods, and the tools involved in the construction or r
  Mechanical (imp:1.19) — Knowledge of machines and tools, including their designs, uses, repair, and main

--- ABILITIES ---
  Oral Comprehension (imp:4.00 lvl:3.88) — The ability to listen to and understand information and ideas presented through 
  Oral Expression (imp:4.00 lvl:3.75) — The ability to communicate information and ideas in speaking so others will unde
  Problem Sensitivity (imp:3.75 lvl:3.50) — The ability to tell when something is wrong or is likely to go wrong. It does no
  Speech Recognition (imp:3.75 lvl:3.38) — The ability to identify and understand the speech of another person.
  Speech Clarity (imp:3.75 lvl:3.25) — The ability to speak clearly so others can understand you.
  Written Comprehension (imp:3.62 lvl:3.38) — The ability to read and understand information and ideas presented in writing.
  Near Vision (imp:3.62 lvl:3.50) — The ability to see details at close range (within a few feet of the observer).
  Deductive Reasoning (imp:3.38 lvl:3.12) — The ability to apply general rules to specific problems to produce answers that 
  Written Expression (imp:3.25 lvl:3.38) — The ability to communicate information and ideas in writing so others will under
  Fluency of Ideas (imp:3.25 lvl:3.12) — The ability to come up with a number of ideas about a topic (the number of ideas
  Information Ordering (imp:3.25 lvl:2.88) — The ability to arrange things or actions in a certain order or pattern according
  Inductive Reasoning (imp:3.12 lvl:2.88) — The ability to combine pieces of information to form general rules or conclusion
  Selective Attention (imp:3.12 lvl:2.62) — The ability to concentrate on a task over a period of time without being distrac
  Auditory Attention (imp:3.12 lvl:2.38) — The ability to focus on a single source of sound in the presence of other distra
  Originality (imp:3.00 lvl:2.75) — The ability to come up with unusual or clever ideas about a given topic or situa
  Category Flexibility (imp:3.00 lvl:2.88) — The ability to generate or use different sets of rules for combining or grouping
  Time Sharing (imp:3.00 lvl:2.12) — The ability to shift back and forth between two or more activities or sources of
  Far Vision (imp:2.88 lvl:3.00) — The ability to see details at a distance.
  Flexibility of Closure (imp:2.75 lvl:2.38) — The ability to identify or detect a known pattern (a figure, object, word, or so
  Perceptual Speed (imp:2.75 lvl:2.12) — The ability to quickly and accurately compare similarities and differences among
  Memorization (imp:2.62 lvl:2.75) — The ability to remember information such as words, numbers, pictures, and proced
  Speed of Closure (imp:2.62 lvl:2.50) — The ability to quickly make sense of, combine, and organize information into mea
  Trunk Strength (imp:2.50 lvl:2.25) — The ability to use your abdominal and lower back muscles to support part of the 
  Hearing Sensitivity (imp:2.38 lvl:2.00) — The ability to detect or tell the differences between sounds that vary in pitch 
  Visualization (imp:2.25 lvl:2.12) — The ability to imagine how something will look after it is moved around or when 
  Visual Color Discrimination (imp:2.25 lvl:2.00) — The ability to match or detect differences between colors, including shades of c
  Mathematical Reasoning (imp:2.12 lvl:1.38) — The ability to choose the right mathematical methods or formulas to solve a prob
  Number Facility (imp:2.12 lvl:1.62) — The ability to add, subtract, multiply, or divide quickly and correctly.
  Static Strength (imp:2.12 lvl:1.62) — The ability to exert maximum muscle force to lift, push, pull, or carry objects.
  Stamina (imp:2.12 lvl:1.38) — The ability to exert yourself physically over long periods of time without getti
  Wrist-Finger Speed (imp:2.00 lvl:1.38) — The ability to make fast, simple, repeated movements of the fingers, hands, and 
  Gross Body Coordination (imp:2.00 lvl:1.75) — The ability to coordinate the movement of your arms, legs, and torso together wh
  Multilimb Coordination (imp:1.88 lvl:1.12) — The ability to coordinate two or more limbs (for example, two arms, two legs, or
  Dynamic Strength (imp:1.88 lvl:1.00) — The ability to exert muscle force repeatedly or continuously over time. This inv
  Extent Flexibility (imp:1.88 lvl:1.50) — The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
  Gross Body Equilibrium (imp:1.88 lvl:1.12) — The ability to keep or regain your body balance or stay upright when in an unsta
  Explosive Strength (imp:1.62 lvl:0.88) — The ability to use short bursts of muscle force to propel oneself (as in jumping
  Manual Dexterity (imp:1.50 lvl:0.75) — The ability to quickly move your hand, your hand together with your arm, or your
  Sound Localization (imp:1.50 lvl:0.50) — The ability to tell the direction from which a sound originated.
  Arm-Hand Steadiness (imp:1.38 lvl:0.50) — The ability to keep your hand and arm steady while moving your arm or while hold
  Finger Dexterity (imp:1.38 lvl:0.62) — The ability to make precisely coordinated movements of the fingers of one or bot
  Reaction Time (imp:1.38 lvl:0.62) — The ability to quickly respond (with the hand, finger, or foot) to a signal (sou
  Response Orientation (imp:1.25 lvl:0.38) — The ability to choose quickly between two or more movements in response to two o
  Peripheral Vision (imp:1.25 lvl:0.25) — The ability to see objects or movement of objects to one's side when the eyes ar
  Spatial Orientation (imp:1.12 lvl:0.12) — The ability to know your location in relation to the environment or to know wher
  Control Precision (imp:1.12 lvl:0.25) — The ability to quickly and repeatedly adjust the controls of a machine or a vehi
  Speed of Limb Movement (imp:1.12 lvl:0.12) — The ability to quickly move the arms and legs.
  Depth Perception (imp:1.12 lvl:0.12) — The ability to judge which of several objects is closer or farther away from you
  Glare Sensitivity (imp:1.12 lvl:0.12) — The ability to see objects in the presence of a glare or bright lighting.
  Rate Control (imp:1.00) — The ability to time your movements or the movement of a piece of equipment in an
  Dynamic Flexibility (imp:1.00) — The ability to quickly and repeatedly bend, stretch, twist, or reach out with yo
  Night Vision (imp:1.00) — The ability to see under low-light conditions.

--- WORK ACTIVITIES ---
  Getting Information (imp:4.34 lvl:3.16) — Observing, receiving, and otherwise obtaining information from all relevant sour
  Assisting and Caring for Others (imp:4.06 lvl:3.81) — Providing personal assistance, medical attention, emotional support, or other pe
  Communicating with Supervisors, Peers, or Subordinates (imp:3.87 lvl:3.87) — Providing information to supervisors, co-workers, and subordinates by telephone,
  Establishing and Maintaining Interpersonal Relationships (imp:3.78 lvl:4.32) — Developing constructive and cooperative working relationships with others, and m
  Monitoring Processes, Materials, or Surroundings (imp:3.71 lvl:3.83) — Monitoring and reviewing information from materials, events, or the environment,
  Identifying Objects, Actions, and Events (imp:3.63 lvl:3.37) — Identifying information by categorizing, estimating, recognizing differences or 
  Making Decisions and Solving Problems (imp:3.60 lvl:3.54) — Analyzing information and evaluating results to choose the best solution and sol
  Resolving Conflicts and Negotiating with Others (imp:3.59 lvl:3.72) — Handling complaints, settling disputes, and resolving grievances and conflicts, 
  Coaching and Developing Others (imp:3.57 lvl:3.61) — Identifying the developmental needs of others and coaching, mentoring, or otherw
  Training and Teaching Others (imp:3.44 lvl:3.45) — Identifying the educational needs of others, developing formal educational or tr
  Organizing, Planning, and Prioritizing Work (imp:3.37 lvl:3.90) — Developing specific goals and plans to prioritize, organize, and accomplish your
  Updating and Using Relevant Knowledge (imp:3.29 lvl:3.33) — Keeping up-to-date technically and applying new knowledge to your job.
  Documenting/Recording Information (imp:3.22 lvl:2.49) — Entering, transcribing, recording, storing, or maintaining information in writte
  Evaluating Information to Determine Compliance with Standards (imp:3.21 lvl:3.26) — Using relevant information and individual judgment to determine whether events o
  Thinking Creatively (imp:3.15 lvl:3.22) — Developing, designing, or creating new applications, ideas, relationships, syste
  Working with Computers (imp:3.11 lvl:2.51) — Using computers and computer systems (including hardware and software) to progra
  Developing Objectives and Strategies (imp:3.01 lvl:2.58) — Establishing long-range objectives and specifying the strategies and actions to 
  Developing and Building Teams (imp:3.00 lvl:2.41) — Encouraging and building mutual trust, respect, and cooperation among team membe
  Judging the Qualities of Objects, Services, or People (imp:2.99 lvl:2.56) — Assessing the value, importance, or quality of things or people.
  Interpreting the Meaning of Information for Others (imp:2.97 lvl:3.09) — Translating or explaining what information means and how it can be used.
  Guiding, Directing, and Motivating Subordinates (imp:2.95 lvl:2.62) — Providing guidance and direction to subordinates, including setting performance 
  Scheduling Work and Activities (imp:2.79 lvl:2.68) — Scheduling events, programs, and activities, as well as the work of others.
  Processing Information (imp:2.78 lvl:2.44) — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying
  Coordinating the Work and Activities of Others (imp:2.78 lvl:2.72) — Getting members of a group to work together to accomplish tasks.
  Performing General Physical Activities (imp:2.71 lvl:2.40) — Performing general physical activities includes doing activities that require co
  Performing for or Working Directly with the Public (imp:2.61 lvl:2.44) — Performing for people or dealing directly with the public. This includes serving
  Providing Consultation and Advice to Others (imp:2.57 lvl:2.31) — Providing guidance and expert advice to management or other groups on technical,
  Analyzing Data or Information (imp:2.47 lvl:2.27) — Identifying the underlying principles, reasons, or facts of information by break
  Inspecting Equipment, Structures, or Materials (imp:2.35 lvl:1.47) — Inspecting equipment, structures, or materials to identify the cause of errors o
  Communicating with People Outside the Organization (imp:2.27 lvl:2.26) — Communicating with people outside the organization, representing the organizatio
  Handling and Moving Objects (imp:2.20 lvl:2.63) — Using hands and arms in handling, installing, positioning, and moving materials,
  Estimating the Quantifiable Characteristics of Products, Events, or Information (imp:2.18 lvl:1.61) — Estimating sizes, distances, and quantities; or determining time, costs, resourc
  Performing Administrative Activities (imp:1.89 lvl:1.53) — Performing day-to-day administrative tasks such as maintaining information files
  Monitoring and Controlling Resources (imp:1.88 lvl:1.29) — Monitoring and controlling resources and overseeing the spending of money.
  Staffing Organizational Units (imp:1.78 lvl:1.16) — Recruiting, interviewing, selecting, hiring, and promoting employees in an organ
  Selling or Influencing Others (imp:1.72 lvl:1.09) — Convincing others to buy merchandise/goods or to otherwise change their minds or
  Repairing and Maintaining Mechanical Equipment (imp:1.67 lvl:1.11) — Servicing, repairing, adjusting, and testing machines, devices, moving parts, an
  Controlling Machines and Processes (imp:1.63 lvl:1.26) — Using either control mechanisms or direct physical activity to operate machines 
  Repairing and Maintaining Electronic Equipment (imp:1.53 lvl:1.00) — Servicing, repairing, calibrating, regulating, fine-tuning, or testing machines,
  Operating Vehicles, Mechanized Devices, or Equipment (imp:1.49 lvl:1.04) — Running, maneuvering, navigating, or driving vehicles or mechanized equipment, s
  Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment (imp:1.37 lvl:1.04) — 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
  Integrity (imp:7.00) — A tendency to be honest and ethical at work.
  Cooperation (imp:6.00) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Social Orientation (imp:5.00) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:4.00) — A tendency to remain calm and composed and to manage emotions effectively in res
  Stress Tolerance (imp:3.00) — A tendency to cope and function effectively in stressful situations at work.
  Cooperation (imp:2.69) — A tendency to be pleasant, helpful, and willing to assist others at work.
  Dependability (imp:2.65) — A tendency to be reliable, responsible, and consistent in meeting work-related o
  Empathy (imp:2.57) — A tendency to show concern for others and be sensitive to others' needs and feel
  Optimism (imp:2.49) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Social Orientation (imp:2.33) — A tendency to seek out, enjoy, and be energized by social interaction at work.
  Self-Control (imp:2.18) — A tendency to remain calm and composed and to manage emotions effectively in res
  Integrity (imp:2.10) — A tendency to be honest and ethical at work.
  Stress Tolerance (imp:2.03) — A tendency to cope and function effectively in stressful situations at work.
  Empathy (imp:2.00) — A tendency to show concern for others and be sensitive to others' needs and feel
  Perseverance (imp:1.97) — A tendency to exhibit determination and resolve to perform or complete tasks in 
  Sincerity (imp:1.97) — A tendency to be genuine and sincere in interactions with others at work, withou
  Attention to Detail (imp:1.81) — A tendency to be detail-oriented, organized, and thorough in completing work.
  Adaptability (imp:1.61) — A tendency to be open to and comfortable with change, new experiences, or ideas 
  Cautiousness (imp:1.50) — A tendency to be careful, deliberate, and risk-avoidant when making work-related
  Initiative (imp:1.41) — A tendency to be proactive and take on extra responsibilities and tasks that may
  Humility (imp:1.35) — A tendency to be modest and humble when interacting with others at work.
  Tolerance for Ambiguity (imp:1.29) — A tendency to be comfortable with ambiguity and uncertainty at work.
  Innovation (imp:1.12) — A tendency to be inventive, to be imaginative, and to adopt new perspectives on 
  Optimism (imp:1.00) — A tendency to exhibit a positive attitude and positive emotions at work, even un
  Self-Confidence (imp:0.89) — A tendency to believe in one's work-related capabilities and ability to control 
  Achievement Orientation (imp:0.86) — A tendency to establish and maintain personally challenging work-related goals, 
  Intellectual Curiosity (imp:0.56) — A tendency to seek out and acquire new work-related knowledge and obtain a deep 
  Leadership Orientation (imp:0.23) — A tendency to lead, take charge, offer opinions, and provide direction at work.
  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.

--- TRANSFERABLE SKILLS ---
  Social Perceptiveness (imp:3.75 lvl:3.38) — Being aware of others' reactions and understanding why they react as they do.
  Service Orientation (imp:3.62 lvl:3.12) — Actively looking for ways to help people.
  Instructing (imp:3.50 lvl:3.00) — Teaching others how to do something.
  Coordination (imp:3.12 lvl:3.00) — Adjusting actions in relation to others' actions.
  Persuasion (imp:3.12 lvl:3.00) — Persuading others to change their minds or behavior.
  Complex Problem Solving (imp:3.00 lvl:2.25) — Identifying complex problems and reviewing related information to develop and ev
  Negotiation (imp:2.88 lvl:2.62) — Bringing others together and trying to reconcile differences.
  Judgment and Decision Making (imp:2.88 lvl:2.50) — Considering the relative costs and benefits of potential actions to choose the m
  Time Management (imp:2.75 lvl:2.38) — Managing one's own time and the time of others.
  Management of Personnel Resources (imp:2.38 lvl:1.75) — Motivating, developing, and directing people as they work, identifying the best 
  Systems Analysis (imp:2.25 lvl:1.62) — Determining how a system should work and how changes in conditions, operations, 
  Systems Evaluation (imp:2.25 lvl:1.88) — Identifying measures or indicators of system performance and the actions needed 
  Programming (imp:1.62 lvl:0.75) — Writing computer programs for various purposes.
  Operations Monitoring (imp:1.62 lvl:0.88) — Watching gauges, dials, or other indicators to make sure a machine is working pr
  Technology Design (imp:1.50 lvl:0.88) — Generating or adapting equipment and technology to serve user needs.
  Operations Analysis (imp:1.38 lvl:0.62) — Analyzing needs and product requirements to create a design.
  Equipment Selection (imp:1.38 lvl:0.62) — Determining the kind of tools and equipment needed to do a job.
  Operation and Control (imp:1.38 lvl:0.62) — Controlling operations of equipment or systems.
  Quality Control Analysis (imp:1.38 lvl:0.75) — Conducting tests and inspections of products, services, or processes to evaluate
  Management of Material Resources (imp:1.38 lvl:0.38) — Obtaining and seeing to the appropriate use of equipment, facilities, and materi
  Equipment Maintenance (imp:1.12 lvl:0.12) — Performing routine maintenance on equipment and determining when and what kind o
  Management of Financial Resources (imp:1.12 lvl:0.25) — Determining how money will be spent to get the work done, and accounting for the
  Installation (imp:1.00) — Installing equipment, machines, wiring, or programs to meet specifications.
  Troubleshooting (imp:1.00) — Determining causes of operating errors and deciding what to do about it.
  Repairing (imp:1.00) — Repairing machines or systems using the needed tools.

--- NATIONAL WAGES ---
  total_employment : N/A
  annual_median    : N/A
  annual_pct10     : N/A
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--- GEOGRAPHIC DISPERSION ---
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--- TOP STATES BY WAGE (0 total) ---

--- TOP INDUSTRIES BY EMPLOYMENT (0 total) ---

exact_match_status : found
matched_title      : Teaching assistant (United Kingdom)
match_score        : 0.6575
wikidata_qid       : Q7691294
word_count         : 1,121
wikipedia_url      : https://en.wikipedia.org/wiki/Teaching_assistant_(United_Kingdom)
license            : CC BY-SA 4.0
fetched_at         : 2026-06-02T21:18:06.747267Z

--- WIKIPEDIA FULL TEXT ---
A teaching assistant, educational assistant or learning support assistant (often abbreviated to TA, EA or LSA; sometimes classroom assistant) in schools in England and Wales is a person who supports pupils in the classroom. Duties can differ dramatically from school to school, though the underlying tasks often remain the same.


== Role ==
Teaching assistants are often used to take small groups of children out of a class that need extra support in an area, such as literacy or numeracy. This can also include work with children with special educational needs (SEN), either on a 1:1 basis or in an alternative provision to promote inclusion.
They are also mostly responsible for supporting children in their academic study and reporting back to the teacher if any issues arise. Helping teachers prepare for lessons by photocopying resources, or putting out equipment at the start of a lesson is another role of the teaching assistant, and one which is becoming increasingly common, due to the National Workforce Agreement (see below).
Teaching assistants are not qualified teachers, and as such, are led and guided by staff with qualified teacher status. The DfES (Department for Education and Skills) stated in the Consultation of 2002 that:

Most teaching requires the expertise and skills of a qualified teacher; but some teaching activity can be undertaken by suitably trained staff without QTS [qualified teacher status], provided they are working within a clear system of leadership and supervision provided by a qualified teacher.  Qualified teachers must have overall responsibility for effective teaching and learning.
The occupation is constantly changing and evolving with the rest of the education workforce in the country. Teaching assistants are increasingly being given more and more responsibility within schools, and it remains to be seen how this "remodelling of the workforce" will alter the occupation. Some additional responsibilities may include supporting with behaviour intervention, running extracurricular activities, lunchtime supervision, and covering teaching staff in their absence. In the Early Years Foundation Stage (EYFS), TA's are sometimes included in adult to child ratios as per government guidelines. In some schools (particularly in SEN schools), where school policy permits, teaching assistants are seen to give personal care to children as required.


== HLTAs and the National Workforce Agreement ==
On 15 January 2003, unions and the DfES signed the National Workforce Agreement, which began a reform of raising school standards and tackling workloads.
This agreement created a "new breed" of teaching assistants: HLTAs (or Higher Level Teaching Assistants, sometimes referred to as Senior Learning Support Assistants). Their role is superior to teaching assistants and is to support the teacher further by covering lessons, and being more closely involved in children's learning. Becoming an HLTA requires a preparation course, in-school assessment, and a £450.00 fee. HLTA's in some schools may also take line management responsibility for teaching assistants in their areas, or take a particular school wide responsibility (for example, a subject area like EAL).
Giving teachers time for planning, preparation and assessment (PPA) was also raised in this agreement. By September 2005, all teachers must be given 10% teaching time away from the classroom to plan, prepare and assess. This requirement is easily accommodated for in most secondary schools, but where there is only one class teacher per class the PPA time is covered by normal teaching assistants, not just HLTAs, as originally planned. This has led to some concerns being raised. 


== Professional development ==
There are nationally recognised qualifications for teaching assistants.

NCFE Initial Training for Classroom Assistants, Stages 1 and 2
City and Guilds award for Teaching Assistants (7327) (also Certificate and Advanced Certificate in Learning Support (7321))
NVQ Teaching Assistants Level 2 and 3
CACHE Level 2 and 3 Certificates in Supporting Teaching and Learning in Schools
BTEC Level 2 and 3 Certificates for Teaching Assistants
Open University Specialist Teacher Assistant Certificate
CACHE Specialist Teacher Assistant (STA) Award
Foundation Degree (usually in Education Studies, but shaped to meet the needs of the teaching assistant)
HLTA (Higher Level Teaching Assistant) status


=== Scotland ===
In Scotland the term 'teaching assistant' is not formally used. Staff who work alongside teachers to support the learning of children are referred to as classroom assistants or pupil support workers. In addition to the above list of qualifications classroom assistants in Scotland may also earn:

City and Guilds award for Classroom Assistants in Scotland (7328)
Professional Development Award in Early Years Care and Education, for classroom assistants in Scotland
In addition there is no HLTA status in Scotland and Classroom Assistants do not cover classes.


=== Common progression routes ===
Despite the many qualifications available for teaching assistants, many do not have any formal training, and instead build up experience over many years. Those that do study often choose the NVQ Level 2 and/or 3 qualification, as it is the most widely studied in the profession.
Those that want to become a teaching assistant often come from nursery backgrounds and have qualifications in childcare. These are seen as good starting points for those new to the occupation.


=== Professional publications ===
Learning Support, a professional magazine for primary school teaching assistants, is published six times a year.


== Statistics ==


=== University of Plymouth and the DfES, 2002 ===
A survey carried out by the University of Plymouth and DfES gives an outline of who usually takes the role of the teaching assistant.


==== Gender ====
97% are female, 3% are male. A Local Government Management Board (LGMB) survey found that, as of 1996, 99% of teaching assistants were female.


==== Age ====
59.8% in primary schools are aged 35 to 48.
50.4% in secondary schools are aged 35 to 48.


==== Qualifications ====
39.4% in primary schools have no qualifications.
34.2% in secondary schools have no qualifications.


=== DfES, 2002 ===
In a separate survey, the DfES found that in January 2002, there were 216,000 full-time equivalent support staff in schools. This is an increase of over 50% since 1997.
Whereas the number of teachers only went up by around 10,000 over a period of five years (1998 to 2002), the number of teaching assistants went up by around 60,000.

You will not be allowed in a school until you have been DBS (formerly CRB) checked.


== See also ==
Personal assistant


== References ==

Tyrer, R. et al. (2004). "A Toolkit for the Effective Teaching Assistant", pp. 11–13. London: Paul Chapman Publishing. ISBN 1-4129-0061-1
Department for Education and Skills (2002). "Consultation on Developing the Role of School Support Staff". London: DfES


== External links ==
CACHE - Council for Awards in Care, Health and Education website
lead-academy.org
Higher Level Teaching Assistant (HLTA) website
National Remodelling Team website
Teaching assistants on Teachernet
learndirect.co.uk
Teaching Assistant Focus
Teachers Financial Planning

--- SEMANTIC NEIGHBORS (5) ---

  Title: Academic ranks in the United States (similarity: 0.2192)
  URL: https://en.wikipedia.org/wiki/Academic_ranks_in_the_United_States
  QID: Q4671298
  Extract: Academic ranks in the United States are the titles, relative importance and power of professors, researchers, and administrative personnel held in academia.

  Title: Education in the Republic of Ireland (similarity: 0.2432)
  URL: https://en.wikipedia.org/wiki/Education_in_the_Republic_of_Ireland
  QID: Q2631387
  Extract: Education in the Republic of Ireland is a primary, secondary and higher education. In recent years, further education has grown immensely, with 51% of working age adults having completed higher education by 2020. Growth in the economy since the 1960s has driven much of the change in the education sy

  Title: Education in China (similarity: 0.3214)
  URL: https://en.wikipedia.org/wiki/Education_in_China
  QID: Q757827
  Extract: Education in the People's Republic of China is primarily managed by the state-run public education system, which falls under the Ministry of Education. By law, education in the People's Republic of China is led by the Chinese Communist Party (CCP) and adheres to its ideology. All citizens must atten

  Title: Drill instructor (similarity: 0.2963)
  URL: https://en.wikipedia.org/wiki/Drill_instructor
  QID: Q5307556
  Extract: A drill instructor is a non-commissioned officer in the armed forces, fire department, or police forces with specific duties that vary by country. Foot drill, military step, and marching are typically taught by drill instructors.

  Title: Instructor (similarity: 0.3333)
  URL: https://en.wikipedia.org/wiki/Instructor
  QID: Q6041805
  Extract: Instructor may refer to:

model_pass1          : claude-sonnet-4-20250514
model_pass2          : claude-haiku-4-5-20251001
inference_confidence : high
confidence_notes     : Strong confidence due to comprehensive O*NET data, clear task descriptions, and well-defined related occupations in special education field.
inferred_at          : 2026-06-03T17:48:31.303384+00:00
tokens_input         : 4,457
tokens_output        : 4,196
cost_usd             : $0.045203
wikipedia_used       : True
wikipedia_title      : Teaching assistant (United Kingdom)
wikipedia_note       : The Wikipedia match describes UK teaching assistants but provides relevant context about classroom support roles, though US special education assistants have more specialized training requirements.

--- PROSE FIELDS ---

ROLE SUMMARY:
Teaching Assistants in Special Education work directly with students who have learning, emotional, or physical disabilities under the supervision of certified special education teachers. They provide individualized academic support, implement behavioral interventions, and help students develop life skills through specialized instructional techniques. These professionals serve as crucial support personnel in creating inclusive educational environments where students with disabilities can achieve their learning goals.

DAY IN THE LIFE:
A typical day begins with helping students transition into the classroom and distributing teaching materials like textbooks and adaptive equipment. Throughout the day, they provide one-on-one or small group instruction to reinforce learning concepts, implementing behavior modification techniques to teach socially acceptable behaviors. They monitor students during various activities including classroom work, cafeteria time, and field trips to ensure safety and appropriate conduct. Much of their time involves assisting students with special needs in using adaptive equipment, carrying out therapeutic regimens under teacher supervision, and employing specialized educational strategies to improve sensory and perceptual development. They regularly attend staff meetings and serve on committees to discuss student progress and educational planning.

WHO THRIVES:
This role attracts individuals with strong Social and Conventional RIASEC preferences who find fulfillment in helping others while working within structured educational systems. Successful teaching assistants demonstrate exceptional dependability and integrity, as they work with vulnerable populations requiring consistent, trustworthy support. They possess strong oral communication abilities and active listening skills essential for understanding diverse student needs and collaborating with teachers. Individuals who thrive exhibit high levels of social orientation and cooperation, finding satisfaction in teamwork and building supportive relationships with students, families, and educational staff. Patience, self-control, and adaptability are crucial given the varied and sometimes challenging behaviors exhibited by students with disabilities.

CAREER ENTRY:
Entry typically requires a high school diploma (24.6%) though many positions prefer some college coursework (18.2%) or a bachelor's degree (39.2%). Most states require completion of a paraprofessional training program or passing a competency exam demonstrating knowledge of reading, writing, and math skills. Prior experience working with children or individuals with disabilities through volunteering, internships, or related work is highly valued. Many candidates enter through substitute positions or part-time roles that provide on-the-job training in special education practices and legal requirements.

CAREER TRAJECTORY:
Teaching assistants often advance by pursuing additional education and certification to become special education teachers or instructional coordinators. Many use this role as a pathway to teaching careers, gaining classroom experience while completing bachelor's and master's degree programs in special education. Some specialize in particular disability areas or age groups, becoming experts in autism support, behavioral interventions, or assistive technology. Career progression may also lead to administrative roles in special education departments or specialized support positions in therapeutic or counseling services within educational settings.

MARKET INTELLIGENCE:
According to BLS OEWS May 2025 data, Teaching Assistants, Special Education earn a median annual wage reflecting the essential but support-level nature of the role within educational hierarchies. Employment is concentrated in public elementary and secondary schools, with additional opportunities in residential care facilities and community organizations serving individuals with disabilities. Job prospects remain favorable due to increased emphasis on inclusive education practices and growing enrollment of students with identified special needs. Geographic demand varies with state special education funding and inclusion policies, with urban and suburban districts typically offering more positions. The field shows stability as federal legislation mandates appropriate educational services for students with disabilities, creating consistent demand for qualified support personnel.

AUTOMATION OUTLOOK:
This role has low automation risk due to its emphasis on human relationship building, emotional support, and adaptive problem-solving with students who have complex individual needs. The core work activities of assisting and caring for others, establishing interpersonal relationships, and resolving conflicts require human empathy, creativity, and social intelligence that cannot be replicated by current technology. While administrative tasks like record-keeping may become more digitized, the fundamental work of providing personalized educational and behavioral support will continue to require human professionals.

--- REASONED EDGES ---
  [career_pathway] Special Education Teachers, Kindergarten (25-2055.00) — confidence:high
    reasoning: Teaching assistants frequently advance to become special education teachers through additional education and certification.
    data: education distribution shows 39.2% hold bachelor's degrees
    data: related occupations list includes all special education teacher levels
  [task_similarity] Teaching Assistants, General Education (25-9042.00) — confidence:high
    reasoning: Both roles involve supervising students, distributing materials, and supporting classroom instruction under teacher supervision.
    data: shared tasks of supervision and material distribution
    data: both classified as primary-short related occupations
  [skill_overlap] Tutors (25-3041.00) — confidence:medium
    reasoning: Both roles emphasize individualized instruction and reinforcing learning concepts for students needing additional support.
    data: top task includes tutoring students individually or in small groups
    data: shared instructing skill importance 3.5
  [career_pathway] Instructional Coordinators (25-9031.00) — confidence:medium
    reasoning: Teaching assistants may advance to instructional coordinator roles focusing on special education program development.
    data: listed as primary-long related occupation
    data: knowledge overlap in education and training
  [riasec_cluster] Social and Human Service Assistants (21-1093.00) — confidence:medium
    reasoning: Both roles emphasize Social RIASEC orientation with focus on assisting and caring for vulnerable populations.
    data: Social RIASEC score of 7.00
    data: top work activity of assisting and caring for others

--- NORMALIZER SIGNALS ---
  match_keywords   : ['special education assistant', 'paraprofessional', 'special needs aide', 'SPED assistant', 'educational assistant', 'paraeducator', 'special programs aide', 'classroom paraprofessional']
  exclude_keywords : ['teacher', 'instructor', 'coordinator', 'therapist', 'counselor']
  title_patterns   : ['*Assistant*', '*Aide*', '*Para*', '*Paraprofessional*', '*Support*']
  common_variations: ['SPED Aide', 'Special Ed Para', 'Educational Assistant', 'Classroom Para', 'Special Needs Assistant', 'Learning Support Assistant', 'Inclusion Aide', 'Autism Support Para']

total_terms    : 40
top_words      : ['teaching', 'tendency', 'others', 'equipment', 'assistants', 'students', 'materials', 'educational', 'special', 'needs', 'learning', 'activities', 'classroom', 'principles', 'assistant', 'school', 'teachers', 'techniques', 'student', 'control']
source_layers  : onet_tasks | onet_dimensions | dwas | wikipedia | inference

TERM                    COUNT     FREQ  DOMINANT SOURCE      SOURCE BREAKDOWN
──────────────────────────────────────────────────────────────────────────────────────────
teaching                   50  0.01469  wikipedia            wikipedia:68%  inference:14%  onet_dimensions:10%
tendency                   42  0.01234  onet_dimensions      onet_dimensions:100%
others                     41  0.01205  onet_dimensions      onet_dimensions:93%  inference:5%  dwas:2%
equipment                  34  0.00999  onet_dimensions      onet_dimensions:68%  dwas:15%  onet_tasks:9%
assistants                 31  0.00911  wikipedia            wikipedia:81%  inference:19%
students                   28  0.00823  onet_tasks           onet_tasks:43%  inference:39%  dwas:14%
materials                  25  0.00735  onet_dimensions      onet_dimensions:40%  onet_tasks:32%  dwas:24%
educational                19  0.00558  inference            inference:47%  dwas:26%  onet_dimensions:11%
special                    18  0.00529  inference            inference:61%  onet_tasks:17%  dwas:17%
needs                      18  0.00529  onet_dimensions      onet_dimensions:44%  inference:22%  dwas:17%
learning                   18  0.00529  wikipedia            wikipedia:44%  onet_dimensions:22%  inference:17%
activities                 17  0.00500  onet_dimensions      onet_dimensions:53%  dwas:18%  onet_tasks:12%
classroom                  16  0.00470  wikipedia            wikipedia:56%  inference:25%  dwas:12%
principles                 16  0.00470  onet_dimensions      onet_dimensions:100%
assistant                  16  0.00470  wikipedia            wikipedia:100%
school                     15  0.00441  wikipedia            wikipedia:67%  onet_tasks:13%  dwas:13%
teachers                   15  0.00441  wikipedia            wikipedia:53%  onet_tasks:27%  inference:20%
techniques                 14  0.00411  onet_dimensions      onet_dimensions:71%  onet_tasks:14%  inference:14%
student                    14  0.00411  dwas                 dwas:79%  inference:14%  wikipedia:7%
control                    13  0.00382  onet_dimensions      onet_dimensions:92%  inference:8%
schools                    13  0.00382  wikipedia            wikipedia:92%  inference:8%
includes                   12  0.00353  onet_dimensions      onet_dimensions:100%
objects                    12  0.00353  onet_dimensions      onet_dimensions:100%
resources                  11  0.00323  onet_dimensions      onet_dimensions:82%  onet_tasks:9%  wikipedia:9%
teacher                    11  0.00323  wikipedia            wikipedia:82%  onet_tasks:9%  inference:9%
ideas                      11  0.00323  onet_dimensions      onet_dimensions:100%
rules                      10  0.00294  onet_dimensions      onet_dimensions:80%  onet_tasks:10%  dwas:10%
performance                10  0.00294  onet_dimensions      onet_dimensions:70%  dwas:20%  onet_tasks:10%
problems                   10  0.00294  onet_dimensions      onet_dimensions:90%  onet_tasks:10%
human                      10  0.00294  onet_dimensions      onet_dimensions:70%  inference:30%
body                       10  0.00294  onet_dimensions      onet_dimensions:100%
orientation                10  0.00294  onet_dimensions      onet_dimensions:90%  inference:10%
staff                       9  0.00265  wikipedia            wikipedia:67%  inference:22%  onet_tasks:11%
personal                    9  0.00265  onet_dimensions      onet_dimensions:67%  wikipedia:22%  onet_tasks:11%
programs                    9  0.00265  onet_dimensions      onet_dimensions:44%  dwas:33%  onet_tasks:11%
under                       9  0.00265  onet_tasks           onet_tasks:33%  onet_dimensions:33%  inference:22%
children                    9  0.00265  wikipedia            wikipedia:67%  onet_tasks:22%  inference:11%
technology                  9  0.00265  onet_dimensions      onet_dimensions:44%  dwas:22%  inference:22%
social                      9  0.00265  onet_dimensions      onet_dimensions:56%  inference:33%  onet_tasks:11%
standards                   9  0.00265  onet_dimensions      onet_dimensions:89%  wikipedia:11%