# Career/Technical Education Teachers, Postsecondary

> Teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school. Teaching takes place in public or private schools whose primary business is academic or vocational education.

- **SOC code:** 25-1194.00
- **Canonical URL:** https://singulariki.com/roles/role-25-1194-00
- **Also known as:** Cosmetology Instructor, HVAC-R Instructor (Heating, Ventilation, Air Conditioning, And Refrigeration Instructor), Instructor, Professor, Automotive Instructor, Automotive Technology Instructor, Flight Instructor, Teacher
- **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):
- Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.
- Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.
- Supervise and monitor students' use of tools and equipment.
- Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.
- Provide individualized instruction and tutorial or remedial instruction.
- Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details.
- Develop curricula and plan course content and methods of instruction.
- Supervise independent or group projects, field placements, laboratory work, or other training.
- Determine training needs of students or workers.
- Integrate academic and vocational curricula so that students can obtain a variety of skills.
- Select and assemble books, materials, supplies, and equipment for training, courses, or projects.
- Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Education and Training _(knowledge)_
- Active Listening _(essential_skill)_
- Learning Strategies _(essential_skill)_
- Instructing _(transferable_skill)_
- Oral Comprehension _(ability)_
- Oral Expression _(ability)_
- Reading Comprehension _(essential_skill)_
- Speaking _(essential_skill)_
- Active Learning _(essential_skill)_
- Written Comprehension _(ability)_
- Written Expression _(ability)_
- English Language _(knowledge)_

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

**Tools & technology:**
- Microsoft Office software _(hot technology, in demand)_
- Google Docs _(hot technology)_
- Microsoft Excel _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- Blackboard Learn
- Blackboard software
- Career management systems CMS
- Collaborative editing software
- Common Curriculum
- Course management system software

## AI exposure & outlook

- **AI task-overlap index:** 61st percentile (Moderate) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 52nd percentile (Moderate) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 71st percentile (High) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 64th percentile (Moderate) — source: microsoft_applicability.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 0.7% growth (About average); 8.8k annual openings; 122.2k → 123k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $61,490; 111,150 employed.

## How people actually use AI here

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

- **Automation vs augmentation:** 33% automation, 64% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement. _(21.7% of measured AI use; validation)_
- Develop teaching aids such as instructional software, multimedia visual aids, or study materials. _(18.8% of measured AI use; directive)_
- Develop curricula and plan course content and methods of instruction. _(5.4% of measured AI use; directive)_
- Select and assemble books, materials, supplies, and equipment for training, courses, or projects. _(1.1% of measured AI use; directive)_
- Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects. _(1.0% of measured AI use; learning)_
- Supervise independent or group projects, field placements, laboratory work, or other training. _(0.9% of measured AI use; task iteration)_
- Advise students on course selection, career decisions, and other academic and vocational concerns. _(0.6% of measured AI use; task iteration)_
- Provide individualized instruction and tutorial or remedial instruction. _(0.5% of measured AI use; directive)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.
- Help me develop teaching aids such as instructional software, multimedia visual aids, or study materials.
- Help me develop curricula and plan course content and methods of instruction.
- Help me select and assemble books, materials, supplies, and equipment for training, courses, or projects.
- Help me conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.

## 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
- **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-25-1194-00_