# Career/Technical Education Teachers, Secondary School

> Teach occupational, vocational, career, or technical subjects to students at the secondary school level.
- **Entity Type:** role
- **Schema Version:** role.v1
- **Soc Code:** 25-2032.00
- **Summary:** Teach occupational, vocational, career, or technical subjects to students at the secondary school level.

## Aliases

- Family and Consumer Sciences Teacher (FACS Teacher)
- Instructor
- Teacher
- Technology Education Teacher
- Agricultural Education Teacher
- Auto Technology Instructor (Automotive Technology Instructor)
- Career and Technical Education Teacher (CTE Teacher)
- Cosmetology Teacher
- Vocational Teacher
- Welding Instructor
- Agricultural Education Instructor
- Agriculture Education Instructor

## Tasks

| Text | Type | Iwa |
| --- | --- | --- |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | Core | 4.A.4.b.3.b |
| Establish and enforce rules for behavior and procedures for maintaining order among students. | Core | 4.A.2.b.2.e |
| Prepare materials and classroom for class activities. | Core | 4.A.3.a.2.af |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Core | 4.A.1.a.2.f |
| Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop, and field studies. | Core | 4.A.4.b.3.b |
| Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. | Core | 4.A.1.a.2.f |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | Core | 4.A.2.b.2.l |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Core | 4.A.3.b.6.l |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | Core | 4.A.4.b.6.g |
| Maintain accurate and complete student records as required by law, district policy, and administrative regulations. | Core | 4.A.3.b.6.h |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Core | 4.A.2.b.2.l |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Core | 4.A.2.a.1.c |

## Emerging Tasks


## Activities

| Name | Iwa |
| --- | --- |
| Set up classroom materials or equipment. | 4.A.3.a.2.af |
| Maintain student records. | 4.A.3.b.6.h |
| Apply multiple teaching methods. | 4.A.4.b.3.b |
| Establish rules or policies governing student behavior. | 4.A.2.b.2.e |
| Monitor student performance. | 4.A.1.a.2.f |
| Monitor student behavior, social development, or health. | 4.A.1.a.2.f |
| Evaluate student work. | 4.A.2.a.1.c |
| Teach others to use technology or equipment. | 4.A.4.b.3.e |
| Plan educational activities. | 4.A.2.b.2.l |
| Administer tests to assess educational needs or progress. | 4.A.2.a.1.c |
| Prepare tests. | 4.A.2.a.1.c |
| Enforce rules or policies governing student behavior. | 4.A.1.a.2.f |
| Assign class work to students. | 4.A.4.b.1.f |
| Teach vocational courses. | 4.A.4.b.3.b |
| Develop instructional objectives. | 4.A.2.b.2.l |
| Create technology-based learning materials. | 4.A.3.b.6.l |
| Plan experiential learning activities. | 4.A.2.b.2.l |
| Supervise student research or internship work. | 4.A.4.b.4.a |
| Encourage students. | 4.A.4.b.2.a |
| Discuss problems or issues with supervisors. | 4.A.4.a.2.c |
| Discuss student progress with parents or guardians. | 4.A.4.b.6.g |
| Advise students on academic or career matters. | 4.A.4.b.6.g |
| Select educational materials or equipment. | 4.A.2.b.1.j |
| Distribute instructional or library materials. | 4.A.4.c.3.c |
| Order instructional or library materials or equipment. | 4.A.4.c.3.e |
| Stay informed about current developments in field of specialization. | 4.A.2.b.3.a |
| Develop strategies or programs for students with special needs. | 4.A.2.b.2.l |
| Prepare reports detailing student activities or performance. | 4.A.3.b.6.o |
| Attend training sessions or professional meetings to develop or maintain professional knowledge. | 4.A.2.b.3.a |
| Coordinate student extracurricular activities. | 4.A.4.b.1.e |
| Collaborate with other teaching professionals to develop educational programs. | 4.A.4.a.2.f |
| Perform student enrollment or registration activities. | 4.A.4.c.1.a |
| Serve on institutional or departmental committees. | 4.A.4.b.4.b |
| Supervise school or student activities. | 4.A.1.a.2.f |
| Assist students with special educational needs. | 4.A.4.a.5.i |

## Capabilities

| Name | Family | Value |
| --- | --- | --- |
| Education and Training | knowledge | 4.51 |
| Instructing | transferable_skill | 4.5 |
| Oral Expression | ability | 4.25 |
| Reading Comprehension | essential_skill | 4.12 |
| Active Listening | essential_skill | 4.12 |
| Speaking | essential_skill | 4.12 |
| Learning Strategies | essential_skill | 4.12 |
| Oral Comprehension | ability | 4.12 |
| Written Comprehension | ability | 4.12 |
| Speech Clarity | ability | 4.12 |
| English Language | knowledge | 4.05 |
| Writing | essential_skill | 4 |
| Critical Thinking | essential_skill | 4 |
| Monitoring | essential_skill | 4 |
| Social Perceptiveness | transferable_skill | 4 |
| Written Expression | ability | 4 |
| Problem Sensitivity | ability | 4 |
| Inductive Reasoning | ability | 4 |
| Speech Recognition | ability | 4 |
| Active Learning | essential_skill | 3.88 |
| Coordination | transferable_skill | 3.88 |
| Deductive Reasoning | ability | 3.88 |
| Near Vision | ability | 3.88 |
| Computers and Electronics | knowledge | 3.78 |
| Service Orientation | transferable_skill | 3.75 |
| Complex Problem Solving | transferable_skill | 3.75 |
| Judgment and Decision Making | transferable_skill | 3.75 |
| Fluency of Ideas | ability | 3.75 |
| Information Ordering | ability | 3.75 |
| Time Management | transferable_skill | 3.62 |
| Customer and Personal Service | knowledge | 3.53 |
| Category Flexibility | ability | 3.5 |
| Originality | ability | 3.38 |
| Far Vision | ability | 3.38 |
| Public Safety and Security | knowledge | 3.27 |
| Administration and Management | knowledge | 3.26 |
| Persuasion | transferable_skill | 3.12 |
| Negotiation | transferable_skill | 3.12 |
| Mathematics | knowledge | 3.12 |
| Selective Attention | ability | 3.12 |

## Skills

| Name | Type |
| --- | --- |
| Instructing | Specialized Skill |
| Reading Comprehension | Common Skill |
| Learning Strategies | Specialized Skill |
| Active Listening | Common Skill |
| English Language | Common Skill |
| Writing | Common Skill |
| Speech Recognition | Specialized Skill |
| Social Perceptiveness | Common Skill |
| Inductive Reasoning | Common Skill |
| Critical Thinking | Common Skill |
| Deductive Reasoning | Common Skill |
| Active Learning | Common Skill |
| Information Ordering | Specialized Skill |
| Complex Problem Solving | Common Skill |
| Time Management | Common Skill |
| Negotiation | Common Skill |
| Mathematics | Common Skill |
| Psychology | Specialized Skill |
| Microsoft Word | Common Skill |
| Microsoft PowerPoint | Common Skill |
| Microsoft Outlook | Common Skill |
| Microsoft Excel | Common Skill |
| Google Docs | Specialized Skill |
| Systems Analysis | Specialized Skill |
| Visualization | Specialized Skill |
| Finger Dexterity | Common Skill |
| Telecommunications | Specialized Skill |
| Geography | Specialized Skill |
| Foreign Language | Common Skill |
| Chemistry | Specialized Skill |
| Biology | Specialized Skill |
| Kahoot! | Specialized Skill |
| Equipment Maintenance | Specialized Skill |
| Email Software | Specialized Skill |
| Depth Perception | Common Skill |
| Equipment Selection | Specialized Skill |
| Physics | Specialized Skill |
| Presentation Software | Specialized Skill |
| Installation | Specialized Skill |

## Tools

| Example | Category | Hot | In Demand |
| --- | --- | --- | --- |
| Autodesk AutoCAD Civil 3D | Computer aided design CAD software | yes | no |
| Google Docs | Word processing software | yes | no |
| Microsoft Excel | Spreadsheet software | yes | no |
| Microsoft Office software | Office suite software | yes | no |
| Microsoft Outlook | Electronic mail software | yes | no |
| Microsoft PowerPoint | Presentation software | yes | no |
| Microsoft Word | Word processing software | yes | no |
| Blackboard Learn | Computer based training software | no | no |
| Collaborative editing software | Word processing software | no | no |
| Course management system software | Computer based training software | no | no |
| Desire2Learn LMS software | Computer based training software | no | no |
| DOC Cop | Information retrieval or search software | no | no |
| Edmodo | Desktop communications software | no | no |
| Edpuzzle | Multi-media educational software | no | no |
| Email software | Electronic mail software | no | no |
| Image scanning software | Optical character reader OCR or scanning software | no | no |
| iParadigms Turnitin | Information retrieval or search software | no | no |
| Kahoot! | Multi-media educational software | no | no |
| Learning management system LMS | Computer based training software | no | no |
| Padlet | Computer based training software | no | no |
| Sakai CLE | Computer based training software | no | no |
| Web browser software | Internet browser software | no | no |

## Work Context

| Name | Value |
| --- | --- |
| E-Mail | 4.79 |
| Contact With Others | 4.53 |
| Public Speaking | 4.45 |
| Face-to-Face Discussions with Individuals and Within Teams | 4.4 |
| Frequency of Decision Making | 4.36 |
| Determine Tasks, Priorities and Goals | 4.13 |
| Freedom to Make Decisions | 4.07 |
| Physical Proximity | 4.04 |
| Coordinate or Lead Others in Accomplishing Work Activities | 4.01 |
| Time Pressure | 3.95 |
| Impact of Decisions on Co-workers or Company Results | 3.88 |
| Work With or Contribute to a Work Group or Team | 3.8 |
| Dealing With Unpleasant, Angry, or Discourteous People | 3.8 |
| Health and Safety of Other Workers | 3.77 |
| Indoors, Environmentally Controlled | 3.69 |
| Importance of Being Exact or Accurate | 3.62 |
| Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable | 3.59 |
| Telephone Conversations | 3.54 |
| Conflict Situations | 3.51 |
| Written Letters and Memos | 3.37 |
| Work Outcomes and Results of Other Workers | 3.26 |
| Spend Time Standing | 3.24 |
| Importance of Repeating Same Tasks | 3.13 |
| Deal With External Customers or the Public in General | 3.06 |
| Consequence of Error | 2.86 |
| Indoors, Not Environmentally Controlled | 2.83 |
| Spend Time Walking or Running | 2.82 |
| Spend Time Sitting | 2.78 |
| Level of Competition | 2.77 |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls | 2.71 |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | 2.62 |
| Exposed to Disease or Infections | 2.57 |
| Spend Time Making Repetitive Motions | 2.43 |
| Dealing with Violent or Physically Aggressive People | 2.41 |
| Exposed to Contaminants | 2.4 |
| Exposed to Cramped Work Space, Awkward Positions | 2.27 |
| Outdoors, Exposed to All Weather Conditions | 2.23 |
| Spend Time Bending or Twisting Your Body | 2.2 |
| Exposed to Very Hot or Cold Temperatures | 2.16 |
| Exposed to Extremely Bright or Inadequate Lighting Conditions | 2.13 |

## Preparation

- **Job Zone:** 4
- **Job Zone Name:** Job Zone Four: Considerable Preparation Needed
- **Education:** Most of these occupations require a four-year bachelor's degree, but some do not.
- **Experience:** A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
- **Svp Range:** (7.0 to < 8.0)

### Education Distribution

| Label | Percentage |
| --- | --- |
| Bachelor's Degree | 40.12 |
| Master's Degree | 22.57 |
| Associate's Degree (or other 2-year degree) | 13.09 |
| Post-Secondary Certificate | 8.11 |
| High School Diploma | 7.41 |
| Post-Baccalaureate Certificate | 4.3 |
| Some College Courses | 4.1 |

## Person Fit

| Name | Family | Value |
| --- | --- | --- |
| Social | career_interest_type | 7 |
| Dependability | work_style | 7 |
| Teaching/Education | specific_interest_area | 6.91 |
| Integrity | work_style | 6 |
| Social Service | specific_interest_area | 5.33 |
| Professional Advising | specific_interest_area | 5.12 |
| Cooperation | work_style | 5 |
| Public Speaking | specific_interest_area | 4.57 |
| Social Orientation | work_style | 4 |
| Conventional | career_interest_type | 3.92 |
| Artistic | career_interest_type | 3.46 |
| Investigative | career_interest_type | 3.38 |
| Stress Tolerance | work_style | 3 |
| Realistic | career_interest_type | 2.86 |
| Social Science | specific_interest_area | 2.84 |
| Human Resources | specific_interest_area | 2.62 |

## Related Roles

| Soc Code | Slug | Title | Tier |
| --- | --- | --- | --- |
| 25-1194.00 | role-25-1194-00 | Career/Technical Education Teachers, Postsecondary | Primary-Short |
| 25-2023.00 | role-25-2023-00 | Career/Technical Education Teachers, Middle School | Primary-Short |
| 25-9031.00 | role-25-9031-00 | Instructional Coordinators | Primary-Short |
| 25-2058.00 | role-25-2058-00 | Special Education Teachers, Secondary School | Primary-Short |
| 25-2031.00 | role-25-2031-00 | Secondary School Teachers, Except Special and Career/Technical Education | Primary-Short |
| 25-1011.00 | role-25-1011-00 | Business Teachers, Postsecondary | Primary-Long |
| 25-3041.00 | role-25-3041-00 | Tutors | Primary-Long |
| 25-1192.00 | role-25-1192-00 | Family and Consumer Sciences Teachers, Postsecondary | Primary-Long |
| 25-1021.00 | role-25-1021-00 | Computer Science Teachers, Postsecondary | Primary-Long |
| 25-2022.00 | role-25-2022-00 | Middle School Teachers, Except Special and Career/Technical Education | Primary-Long |
| 25-9044.00 | role-25-9044-00 | Teaching Assistants, Postsecondary | Supplemental |
| 25-3021.00 | role-25-3021-00 | Self-Enrichment Teachers | Supplemental |

## Career Clusters

| Cluster | Slug |
| --- | --- |
| Education | education |

## Education Level

- **Category:** Bachelor's degree

## Study Programs

| Title | Slug |
| --- | --- |
| Education | education |

## Market

- **Median Wage:** 63910
- **Mean Wage:** 70550
- **Pct10Wage:** 48840
- **Pct25Wage:** 58840
- **Pct75Wage:** 78650
- **Pct90Wage:** 98720
- **Employment:** 104450
- **Area Title:** U.S.

## Industries


### Top

| Naics | Slug | Title | Level | Employment | Median Wage | Lq |
| --- | --- | --- | --- | --- | --- | --- |
| 61 | 61 | Educational Services | Sector | 101890 | 63940 | 11.03 |
| 62 | 62 | Health Care and Social Assistance | Sector | 120 | 59640 | 0.01 |
| 55 | 55 | Management of Companies and Enterprises | Sector |  | 51910 |  |

### Concentrated

| Naics | Slug | Title | Level | Employment | Lq |
| --- | --- | --- | --- | --- | --- |
| 61 | 61 | Educational Services | Sector | 101890 | 11.03 |
| 62 | 62 | Health Care and Social Assistance | Sector | 120 | 0.01 |
- **Count:** 3

## Ai Signals

| Source | Label | Score | Scale | Release |
| --- | --- | --- | --- | --- |
| frey_osborne | Computerization probability | 0.0088 | 0-1 probability | 2013-baseline-2016-employment-snapshot |
| felten_aioe | AI occupational exposure | 0.3734505 | relative exposure score | 2021-plus-generative-ai-workbooks |
| felten_image_generation_aioe | Image generation occupational exposure | 0.1890819 | relative exposure score | 2021-plus-generative-ai-workbooks |
| felten_language_modeling_aioe | Language modeling occupational exposure | 0.4222647 | relative exposure score | 2021-plus-generative-ai-workbooks |

## Ai Outlook


### Index

- **Value:** 54
- **Percentile:** 53
- **Band:** Moderate
- **Version:** ai-exposure-index-v1

#### Components

| Percentile | Source |
| --- | --- |
| 57 | felten_aioe |
| 44 | openai_gpts_are_gpts |
| 62 | microsoft_working_with_ai |
- **Component Count:** 3

### Exposure

| Source | Label | Value | Percentile | Band | Note |
| --- | --- | --- | --- | --- | --- |
| felten_aioe | Overall AI exposure (Felten et al.) | 0.3734505 | 57 | Moderate | How much this job's abilities overlap with what AI systems can do, across many AI capabilities. A relative research score, not a forecast of job loss. |
| eloundou_gamma | LLM task exposure, γ (OpenAI / Eloundou) | 0.5151515151515151 | 44 | Moderate | Share of this job's tasks where a large language model plus simple tools could cut the time to do them by at least half. γ is capped at 1.0 and many jobs reach that ceiling, so treat a top score as 'in the top group', not a precise rank. |
| microsoft_applicability | AI assistant applicability (Microsoft) | 0.1802530046933172 | 62 | Moderate | How applicable today's AI assistants are to this job's activities, measured from real Microsoft Copilot conversations. Applicability is not the same as replacement. |

### Frey Historical

- **Source:** frey
- **Label:** Computerization probability (Frey & Osborne, 2013)
- **Value:** 0.0088
- **Percentile:** 6
- **Band:** Low
- **Note:** A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
- **Teleworkable:** yes

### Eloundou

- **Alpha:** 0.15151515151515152
- **Beta:** 0.33333333333333337
- **Gamma:** 0.5151515151515151

### Usage Tasks

| Task | Usage Percent | Importance |
| --- | --- | --- |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | 0.04169936197922016 | 4.04 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 0.030709628649721248 | 4.26 |
| Prepare and implement remedial programs for students requiring extra help. | 0.019411771955843867 | 3.74 |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 0.01766573955769918 | 4.38 |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | 0.016433246100185286 | 4.51 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 0.00883286977884959 | 3.74 |
- **Usage Release:** 2026-01-15-v4-plus-2025-03-27-v2

### Bls

- **Growth Percent:** -1.8
- **Growth Percentile:** 19
- **Direction:** Declining
- **Annual Openings Thousands:** 6.2
- **Annual Openings Percentile:** 53
- **Employment2024Thousands:** 103.4
- **Employment2034Thousands:** 101.5

### Sources

| Source | Version |
| --- | --- |
| bls_employment_projections | 2024-2034 |
| dingel_neiman | dingel-neiman-workathome |
| felten_aioe | felten-raj-seamans-aioe |
| frey_osborne | frey-osborne-automation |
| microsoft_working_with_ai | working-with-ai |
| openai_gpts_are_gpts | gpts-are-gpts |

## Ai Playbook

- **Trusted Task Count:** 13
- **Task Count:** 17
- **Total Sample:** 3889
- **Autonomy Median:** 4
- **Dominant Collaboration:** directive
- **Automation Share:** 37.86
- **Augmentation Share:** 58.25
- **Work Use Percent:** 20.89

### Collaboration

| Label | Percent |
| --- | --- |
| directive | 36.5 |
| learning | 34.16 |
| task iteration | 18.66 |
| validation | 5.43 |
| feedback loop | 1.36 |
| none | 0.58 |

### Use Case

| Label | Percent |
| --- | --- |
| coursework | 61.56 |
| work | 20.89 |
| personal | 16.09 |

### Delegated Tasks

| Task | Usage Percent | Collaboration | Autonomy Median | Sample Count |
| --- | --- | --- | --- | --- |
| Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies. | 0.1376172021502688 | learning | 4 | 1376 |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | 0.07720965120640079 | directive | 3 | 772 |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 0.05650706338292287 | learning | 3 | 565 |
| Guide and counsel students with adjustment or academic problems, or special academic interests. | 0.03940492561570196 | task iteration | 4 | 394 |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 0.019902487810976373 | directive | 4 | 199 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 0.01800225028128516 | directive | 4 | 180 |
| Assign and grade class work and homework. | 0.01030128766095762 | directive | 3 | 103 |
| Prepare reports on students and activities as required by administration. | 0.00450056257032129 | directive | 3 | 45 |

### Boundary Tasks

| Task | Human Needed Percent | Sample Count |
| --- | --- | --- |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 100 | 30 |
| Assign and grade class work and homework. | 98.05825242718447 | 103 |
| Prepare reports on students and activities as required by administration. | 97.77777777777777 | 45 |
| Sponsor extracurricular activities such as clubs, student organizations, and academic contests. | 97.61904761904762 | 42 |
| Guide and counsel students with adjustment or academic problems, or special academic interests. | 97.46192893401016 | 394 |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 97.22222222222221 | 180 |

### Seed Prompts

| Prompt | Collaboration |
| --- | --- |
| Teach me how to instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies, then check my work as I try it myself. | learning |
| Do this for me: prepare, administer, and grade tests and assignments to evaluate students' progress. Give me a finished draft I can review and adjust. | directive |
| Teach me how to use computers, audio-visual aids, and other equipment and materials to supplement presentations, then check my work as I try it myself. | learning |
| Let's work through this together, step by step: guide and counsel students with adjustment or academic problems, or special academic interests. I'll give feedback as we go. | task iteration |
| Do this for me: plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Give me a finished draft I can review and adjust. | directive |
- **Release:** 2026-01-15-v4-plus-2025-03-27-v2

## Counts

- **Tasks:** 33
- **Skills:** 39
- **Capabilities:** 120
- **Tools:** 22
- **Related Roles:** 20

## Source

- **Dataset:** gold.onet_role_starter_surface
- **Version:** 30.3
- **Generated At:** 2026-06-02T21:00:32.945303+00:00
- **Content Hash:** 1ed0c409ed0fc12d