# Education Administrators, Kindergarten through Secondary

> Plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools.

- **SOC code:** 11-9032.00
- **Canonical URL:** https://singulariki.com/roles/role-11-9032-00
- **Also known as:** Elementary Principal, Middle School Principal (MS Principal), Principal, Superintendent, Athletic Director, Curriculum and Instruction Superintendent, High School Principal (HS Principal), SPED Director (Special Education Director)
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues.
- Confer with parents and staff to discuss educational activities, policies, and student behavior or learning problems.
- Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements.
- Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques and to determine areas for improvement.
- Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives.
- Enforce discipline and attendance rules.
- Recruit, hire, train, and evaluate primary and supplemental staff.
- Plan and lead professional development activities for teachers, administrators, and support staff.
- Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions.
- Set educational standards and goals, and help establish policies and procedures to carry them out.
- Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure compliance with federal, state, and local regulations.
- Create school improvement plans, using student performance data.

**Emerging tasks** (O*NET):
- Supervise student pick-up or drop-off.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Speaking _(essential_skill)_
- Oral Expression _(ability)_
- Active Listening _(essential_skill)_
- Oral Comprehension _(ability)_
- Written Comprehension _(ability)_
- Learning Strategies _(essential_skill)_
- Judgment and Decision Making _(transferable_skill)_
- Speech Clarity _(ability)_
- Education and Training _(knowledge)_
- Reading Comprehension _(essential_skill)_
- Writing _(essential_skill)_
- Critical Thinking _(essential_skill)_

**Skills in demand:**
- Active Listening _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- Writing _(Common Skill)_
- Reading Comprehension _(Common Skill)_
- Deductive Reasoning _(Common Skill)_
- Critical Thinking _(Common Skill)_
- Speech Recognition _(Specialized Skill)_
- Social Perceptiveness _(Common Skill)_
- Inductive Reasoning _(Common Skill)_
- Complex Problem Solving _(Common Skill)_
- English Language _(Common Skill)_
- Negotiation _(Common Skill)_

**Tools & technology:**
- Microsoft Excel _(hot technology, in demand)_
- Microsoft Office software _(hot technology, in demand)_
- Apache Cassandra _(hot technology)_
- IBM SPSS Statistics _(hot technology)_
- Microsoft Access _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft SharePoint _(hot technology)_
- Microsoft Word _(hot technology)_
- SAS _(hot technology)_
- The MathWorks MATLAB _(hot technology)_
- Student information systems SIS software _(in demand)_

## AI exposure & outlook

- **AI task-overlap index:** 62nd percentile (Moderate) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 78th percentile (High) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 67th percentile (High) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 44th percentile (Moderate) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 3rd percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** -1.5% growth (Declining); 20.8k annual openings; 333.3k → 328.1k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $104,070; 319,630 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 37% automation, 57% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. _(5.7% of measured AI use; task iteration)_
- Plan and develop instructional methods and content for educational, vocational, or student activity programs. _(3.1% of measured AI use; task iteration)_
- Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations. _(2.9% of measured AI use; directive)_
- Coordinate and direct extracurricular activities and programs such as after-school events and athletic contests. _(1.3% of measured AI use; directive)_
- Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed. _(1.3% of measured AI use; directive)_
- Write articles, manuals, and other publications, and assist in the distribution of promotional literature about facilities and programs. _(0.9% of measured AI use; task iteration)_
- Develop partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs. _(0.5% of measured AI use; task iteration)_
- Collect and analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum change needs. _(0.4% of measured AI use; task iteration)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues.
- Help me plan and develop instructional methods and content for educational, vocational, or student activity programs.
- Help me evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations.
- Help me coordinate and direct extracurricular activities and programs such as after-school events and athletic contests.
- Help me observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Frey & Osborne (2013)** (frey-osborne-automation) — academic. https://www.oxfordmartin.ox.ac.uk/publications/the-future-of-employment/
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-11-9032-00_