Skills it runs on
The capabilities O*NET rates most important for this occupation — the human ground the work is built on.
See all skills →Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
Occupation · SOC 25-9042.00
Assist a preschool, elementary, middle, or secondary school teacher with instructional duties. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.
Also called: Instructional Assistant · Paraeducator · Paraprofessional · TA (Teacher Assistant) · Classroom Aide · Educational Assistant · Kindergarten Assistant · Preschool Aide · TA (Teaching Assistant) · Teacher Aide · BSIP Instructional Aide (Basic Skills Improvement Program Instructional Aide) · Bilingual Teacher Aide
Job family: Educational Instruction and Library Occupations
Take this to your AI
A source-stamped Markdown brief of this occupation — paste it into an agent, or fetch
/roles/role-25-9042-00/context.md directly.
AI work map
A fast read on where AI already shows up in this occupation, where it stays a copilot, where humans remain in the loop, and what the labor market is doing. Built from observed Claude.ai conversations mapped to O*NET tasks and from published research — measures of usage and exposure, not advice or predictions that the job is going away.
Market signal
Independent published positions, read together — not a forecast.
- Moderate AI exposure
AI & job outlook
What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.
Exposure to current AI
Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.
| Measure | Rank vs all occupations | Percentile | Score |
|---|---|---|---|
| LLM task exposure, γ (OpenAI / Eloundou) Moderate | 42nd | 0.5 |
OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.3), with simple added tooling (β 0.4), and including AI-powered software (γ 0.5). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.
How AI is actually used in this job
Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.
| Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. | 3.7% | |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 3.1% | |
| Type, file, and duplicate materials. | 0.4% | |
| Operate and maintain audio-visual equipment. | 0.2% |
Tasks
All 30 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.
- Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips. · importance 4.6
- Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers. · importance 4.5
- Take class attendance and maintain attendance records. · importance 4.3
- Enforce administration policies and rules governing students. · importance 4.3
- Teach social skills to students. · importance 4.3
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. · importance 4.2
- Discuss assigned duties with classroom teachers to coordinate instructional efforts. · importance 4.2
- Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, supervised role-playing methods, or by reading aloud. · importance 4.2
- Participate in teacher-parent conferences regarding students' progress or problems. · importance 4.1
- Clean classrooms. · importance 4.1
- Observe students' performance, and record relevant data to assess progress. · importance 4.1
- Assist in bus loading and unloading. · importance 4.0
- Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills. · importance 4.0
- Organize and supervise games and other recreational activities to promote physical, mental, and social development. · importance 4.0
- Attend staff meetings and serve on committees, as required. · importance 3.9
- Maintain computers in classrooms and laboratories, and assist students with hardware and software use. · importance 3.9
- Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices. · importance 3.9
- Plan, prepare, and develop various teaching aids, such as bibliographies, charts, and graphs. · importance 3.9
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations. · importance 3.9
- Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations. · importance 3.9
- Conduct demonstrations to teach skills, such as sports, dancing, and handicrafts. · importance 3.8
- Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students. · importance 3.7
- Operate and maintain audio-visual equipment. · importance 3.7
- Type, file, and duplicate materials. · importance 3.6
- Distribute tests and homework assignments and collect them when they are completed. · importance 3.5
- Laminate teaching materials to increase their durability under repeated use. · importance 3.5
- Collect money from students for school-related projects. · importance 3.5
- Requisition and stock teaching materials and supplies. · importance 3.5
- Assist librarians in school libraries.
- Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.
Work activities
- Supervise school or student activities.
- Serve on institutional or departmental committees.
- Clean facilities or work areas.
- Maintain clean work areas.
- Collect deposits, payments or fees.
- Teach physical education.
- Collaborate with other teaching professionals to develop educational programs.
- Distribute instructional or library materials.
- Enforce rules or policies governing student behavior.
- Evaluate student work.
- Maintain student records.
- Monitor student performance.
- Teach others to use technology or equipment.
- Set up classroom materials or equipment.
- Maintain computer equipment or software.
- Operate audiovisual equipment.
- Display student work.
- Plan educational activities.
- Discuss student progress with parents or guardians.
- Develop instructional materials.
- Lead classes or community events.
- Maintain inventories of materials, equipment, or products.
- Teach daily living skills or behaviors.
- Teach life skills.
- Tutor students who need extra assistance.
- Create technology-based learning materials.
Knowledge, skills & abilities
O*NET importance rating, from 1 (not important) to 5 (extremely important).
Knowledge
| Customer and Personal Service | 4.1 | |
| English Language | 3.8 | |
| Psychology | 3.8 | |
| Mathematics | 3.5 | |
| Education and Training | 3.5 | |
| Public Safety and Security | 3.3 | |
| Administrative | 3.2 | |
| Sociology and Anthropology | 3.1 | |
| Geography | 3.0 | |
| Therapy and Counseling | 3.0 |
Essential skills
| Active Listening | 3.8 | |
| Reading Comprehension | 3.6 | |
| Speaking | 3.6 | |
| Writing | 3.4 | |
| Critical Thinking | 3.4 | |
| Learning Strategies | 3.4 | |
| Monitoring | 3.4 | |
| Active Learning | 3.1 |
Transferable skills
| Social Perceptiveness | 3.8 | |
| Coordination | 3.5 | |
| Service Orientation | 3.5 | |
| Instructing | 3.4 | |
| Time Management | 3.3 | |
| Complex Problem Solving | 3.1 | |
| Persuasion | 3.0 |
Abilities
| Oral Comprehension | 3.8 | |
| Written Comprehension | 3.8 | |
| Oral Expression | 3.8 | |
| Information Ordering | 3.6 | |
| Written Expression | 3.5 | |
| Problem Sensitivity | 3.5 | |
| Speech Recognition | 3.5 | |
| Speech Clarity | 3.5 | |
| Deductive Reasoning | 3.4 | |
| Category Flexibility | 3.4 | |
| Near Vision | 3.4 | |
| Far Vision | 3.4 | |
| Fluency of Ideas | 3.3 | |
| Originality | 3.3 | |
| Inductive Reasoning | 3.1 |
Skills in demand
Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.
Showing the top 40 of 41.
Tools & technology
Work context
How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.
How to get in
- Job zone
- Zone 3 — Job Zone Three: Medium Preparation Needed
- Education
- Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
- Related experience
- Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
- Preparation level
- SVP (6.0 to < 7.0) — total schooling plus on-the-job experience.
What to study: Education , Family and Consumer Sciences/Human Sciences . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.
Education of current workers
Share of people in this occupation at each level of education.
| High School Diploma | 27.1% | |
| Post-Secondary Certificate | 19.9% | |
| Some College Courses | 17.1% | |
| Bachelor's Degree | 16.3% | |
| Master's Degree | 15.1% | |
| Associate's Degree (or other 2-year degree) | 3.2% | |
| Less than a High School Diploma | 1.2% |
Interests & work styles
The interests and personal qualities O*NET associates with people who do this work.
Work styles
| Dependability | 7.0 | |
| Integrity | 6.0 | |
| Cooperation | 5.0 | |
| Social Orientation | 4.0 | |
| Self-Control | 3.0 | |
| Optimism | 2.5 |
Career interests (Holland / RIASEC)
| Social | 6.5 | |
| Conventional | 4.3 | |
| Enterprising | 3.0 | |
| Artistic | 2.8 | |
| Realistic | 2.5 |
Interest areas
| Teaching/Education | 6.3 | |
| Social Service | 5.7 | |
| Public Speaking | 2.8 | |
| Personal Service | 2.8 | |
| Professional Advising | 2.8 |
Related occupations
- Teaching Assistants, Special Education · 25-9043.00 Compare →
- Tutors · 25-3041.00 Compare →
- Special Education Teachers, Secondary School · 25-2058.00 Compare →
- Elementary School Teachers, Except Special Education · 25-2021.00 Compare →
- Special Education Teachers, Elementary School · 25-2056.00 Compare →
- Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · 25-3011.00 Compare →
- Middle School Teachers, Except Special and Career/Technical Education · 25-2022.00 Compare →
- Teaching Assistants, Postsecondary · 25-9044.00 Compare →
- Self-Enrichment Teachers · 25-3021.00 Compare →
- Substitute Teachers, Short-Term · 25-3031.00 Compare →
- Kindergarten Teachers, Except Special Education · 25-2012.00 Compare →
- Special Education Teachers, Kindergarten · 25-2055.00 Compare →
Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.
What you can do with this
Options the data surfaces for Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education — not advice or a forecast. Each is a real cross-link you can follow into the evidence.
Skills that travel
Capabilities this work builds that are used across many other occupations.
Adjacent roles
Occupations O*NET rates as related — the nearby moves on the map.
Paths in
How people typically prepare for this work.
- Job zone 3 — Job Zone Three: Medium Preparation Needed · preparation tier
- Education · field of study
- Family and Consumer Sciences/Human Sciences · field of study
Zoom out
See where this work sits in the bigger picture.
Write a report on thisheadline · factoids · citation
Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education sit at the 40th percentile of AI task overlap among U.S. occupations
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education rank in the 40th percentile (Moderate band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated.Eloundou et al. (GPTs are GPTs) + Felten AIOE
Copy the whole kit
Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education sit at the 40th percentile of AI task overlap among U.S. occupations • Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education rank in the 40th percentile (Moderate band) for AI task overlap across U.S. occupations — a measure of how much of the work today's AI can attempt, not how much is automated. (Eloundou et al. (GPTs are GPTs) + Felten AIOE) Source: Singulariki — "Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education". https://singulariki.com/roles/role-25-9042-00 Note: AI task overlap measures what today's AI can attempt, not automation, job loss, or a forecast.
AssetsShare imageMethodology & sourcesPress & newsroomThe newsroom
Every line is built only from figures this page already shows and cites. AI task overlap means what today's AI can attempt — not automation, job loss, or a forecast.
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.
Cite this page
Plain
Singulariki. "Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education." Singulariki: a source-backed encyclopedia of work. Built from 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. https://singulariki.com/roles/role-25-9042-00
APA
Singulariki. (2026). Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education. Singulariki: a source-backed encyclopedia of work. Retrieved June 7, 2026, from https://singulariki.com/roles/role-25-9042-00
BibTeX
@misc{singulariki-role-25-9042-00,
title = {Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education},
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/roles/role-25-9042-00}
} Citations name the underlying public dataset releases — they reflect what this page is built from, not just the URL.