# Career/Technical Education Teachers, Secondary School

> Teach occupational, vocational, career, or technical subjects to students at the secondary school level.

- **SOC code:** 25-2032.00
- **Canonical URL:** https://singulariki.com/roles/role-25-2032-00
- **Also known as:** 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
- **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):
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Establish and enforce rules for behavior and procedures for maintaining order among students.
- Prepare materials and classroom for class activities.
- Observe and evaluate students' performance, behavior, social development, and physical health.
- 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.
- Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.
- Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Guide and counsel students with adjustments, academic problems, or special academic interests.
- Maintain accurate and complete student records as required by law, district policy, and administrative regulations.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Prepare, administer, and grade tests and assignments to evaluate students' progress.

## Skills, tools, capabilities

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

**Skills in demand:**
- 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)_

**Tools & technology:**
- Autodesk AutoCAD Civil 3D _(hot technology)_
- Google Docs _(hot technology)_
- Microsoft Excel _(hot technology)_
- Microsoft Office software _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- Blackboard Learn
- Collaborative editing software
- Course management system software
- Desire2Learn LMS software
- DOC Cop

## AI exposure & outlook

- **AI task-overlap index:** 53rd percentile (Moderate) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 57th percentile (Moderate) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 44th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 62nd percentile (Moderate) — source: microsoft_applicability.
- **Frey–Osborne (2013, historical computerization estimate):** 6th percentile — kept separate from current-era studies.
- **Remote-capable (Dingel–Neiman):** yes — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** -1.8% growth (Declining); 6.2k annual openings; 103.4k → 101.5k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $63,910; 104,450 employed.

## How people actually use AI here

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

- **Automation vs augmentation:** 38% automation, 58% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** directive.

**Tasks most handed to AI here:**
- 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. _(13.8% of measured AI use; learning)_
- Prepare, administer, and grade tests and assignments to evaluate students' progress. _(7.7% of measured AI use; directive)_
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations. _(5.7% of measured AI use; learning)_
- Guide and counsel students with adjustment or academic problems, or special academic interests. _(3.9% of measured AI use; task iteration)_
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. _(2.0% of measured AI use; directive)_
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. _(1.8% of measured AI use; directive)_
- Assign and grade class work and homework. _(1.0% of measured AI use; directive)_
- Prepare reports on students and activities as required by administration. _(0.5% of measured AI use; directive)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me 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.
- Help me prepare, administer, and grade tests and assignments to evaluate students' progress.
- Help me use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Help me guide and counsel students with adjustment or academic problems, or special academic interests.
- Help 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.

## 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

---
_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-25-2032-00_