Collaborate with other teaching professionals to develop educational programs.

Collaborate with other teaching professionals to develop educational programs. is a detailed work activity in O*NET — a concrete unit of work shared across 18 occupations and seen in 35 occupation-specific tasks. It rolls up into the broader work activity Collaborate in the development of educational programs. in Communicating with Supervisors, Peers, or Subordinates .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 35 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 31 (89%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 14 of these tasks, with a mean mapped-usage share of 0.002% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual education plans (IEPs). · Special Education Teachers, Preschool · importance 4.6 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. · Special Education Teachers, Elementary School · importance 4.5 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · Special Education Teachers, Secondary School · importance 4.5 · exposure with tools
• Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · Special Education Teachers, Middle School · importance 4.3 · exposure with tools
• Discuss assigned duties with classroom teachers to coordinate instructional efforts. · Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education · importance 4.2 · no direct exposure
• Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support. · Special Education Teachers, Middle School · importance 4.2 · exposure with tools
• Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs. · Special Education Teachers, Elementary School · importance 4.2 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Special Education Teachers, Secondary School · importance 4.2 · exposure with tools
• Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. · Tutors · importance 4.2 · exposure with tools
• Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula. · Special Education Teachers, Elementary School · importance 4.1 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. · Kindergarten Teachers, Except Special Education · importance 4.1 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Kindergarten Teachers, Except Special Education · importance 4.1 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Elementary School Teachers, Except Special Education · importance 4.0 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs. · Elementary School Teachers, Except Special Education · importance 4.0 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Special Education Teachers, Middle School · importance 4.0 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Preschool Teachers, Except Special Education · importance 4.0 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of middle school programs. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.9 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs. · Preschool Teachers, Except Special Education · importance 3.9 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. · Special Education Teachers, Secondary School · importance 3.9 · exposure with tools
• Discuss assigned duties with classroom teachers to coordinate instructional efforts. · Teaching Assistants, Special Education · importance 3.9 · no direct exposure
• Collaborate with other teachers or administrators to develop, evaluate, or revise preschool programs. · Special Education Teachers, Preschool · importance 3.8 · no direct exposure
• Confer with other teachers and professionals to plan and schedule lessons promoting learning and development. · Self-Enrichment Teachers · importance 3.8 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Career/Technical Education Teachers, Middle School · importance 3.8 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of middle school programs. · Career/Technical Education Teachers, Middle School · importance 3.8 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.7 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. · Career/Technical Education Teachers, Secondary School · importance 3.6 · exposure with tools
• Confer with teachers to select course materials and to determine which training aids are best suited to particular grade levels. · Librarians and Media Collections Specialists · importance 3.6 · exposure with tools
• Collaborate with other teachers and professionals in the development of instructional programs. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.5 · exposure with tools
• Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.4 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Career/Technical Education Teachers, Secondary School · importance 3.4 · exposure with tools
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.4 · exposure with tools
• Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.2 · exposure with tools
• Collaborate with other teachers or administrators to develop, evaluate, or revise kindergarten programs. · Special Education Teachers, Kindergarten · exposure with tools
• Confer with other staff members to plan, schedule, or conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · Special Education Teachers, Kindergarten · no direct exposure
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, or social development. · Special Education Teachers, Kindergarten · exposure with tools

Occupations that perform this

• Special Education Teachers, Preschool
• Special Education Teachers, Elementary School
• Special Education Teachers, Secondary School
• Special Education Teachers, Middle School
• Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
• Tutors
• Kindergarten Teachers, Except Special Education
• Elementary School Teachers, Except Special Education
• Preschool Teachers, Except Special Education
• Middle School Teachers, Except Special and Career/Technical Education
• Teaching Assistants, Special Education
• Self-Enrichment Teachers
• Career/Technical Education Teachers, Middle School
• Secondary School Teachers, Except Special and Career/Technical Education
• Career/Technical Education Teachers, Secondary School
• Librarians and Media Collections Specialists
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Special Education Teachers, Kindergarten

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-collaborate-with-other-teaching-professionals-to-develop-educational-programs,
  title  = {Collaborate with other teaching professionals to develop educational programs.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/collaborate-with-other-teaching-professionals-to-develop-educational-programs}
}