Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district.

“Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district.” is a core task performed by Education Administrators, Kindergarten through Secondary. Among the occupation's 32 rated tasks, workers place it 13th by importance (#20 most important). About 80% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Provide support or encouragement to others. in Developing and Building Teams

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T1.

Other tasks in this occupation

• Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. · importance 4.5
• Confer with parents and staff to discuss educational activities, policies, and student behavior or learning problems. · importance 4.5
• Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements. · importance 4.4
• Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques and to determine areas for improvement. · importance 4.4
• Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives. · importance 4.3
• Enforce discipline and attendance rules. · importance 4.3
• Recruit, hire, train, and evaluate primary and supplemental staff. · importance 4.2
• Plan and lead professional development activities for teachers, administrators, and support staff. · importance 4.2
• Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions. · importance 4.2
• Set educational standards and goals, and help establish policies and procedures to carry them out. · importance 4.2
• Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure compliance with federal, state, and local regulations. · importance 4.1
• Create school improvement plans, using student performance data. · importance 4.0
• Determine allocations of funds for staff, supplies, materials, and equipment, and authorize purchases. · importance 4.0
• Prepare and submit budget requests and recommendations, or grant proposals to solicit program funding. · importance 4.0

See all tasks on the Education Administrators, Kindergarten through Secondary page.

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
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

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

@misc{singulariki-task-18588,
  title  = {Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-18588}
}