Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.

“Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.” is a core task performed by Career/Technical Education Teachers, Secondary School. Among the occupation's 33 rated tasks, workers place it 4th by importance (#30 most important). About 100% 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.

• Collaborate in the development of educational programs. in Communicating with Supervisors, Peers, or Subordinates

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: T2.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.002% share of AI-use records mapped to this task
• 87% of that use is work-related
• Most common interaction: task iteration
• Average autonomy of the AI: 3.4 (1–5; higher = more autonomous)
• 100% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. · importance 4.5
• Establish and enforce rules for behavior and procedures for maintaining order among students. · importance 4.5
• Prepare materials and classroom for class activities. · importance 4.5
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 4.4
• 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. · importance 4.4
• Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. · importance 4.3
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · importance 4.3
• Use computers, audio-visual aids, and other equipment and materials to supplement presentations. · importance 4.3
• Guide and counsel students with adjustments, academic problems, or special academic interests. · importance 4.2
• Maintain accurate and complete student records as required by law, district policy, and administrative regulations. · importance 4.1
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · importance 4.1
• Prepare, administer, and grade tests and assignments to evaluate students' progress. · importance 4.0
• Assign and grade class work and homework. · importance 4.0
• Enforce all administration policies and rules governing students. · importance 4.0

See all tasks on the Career/Technical Education Teachers, Secondary School 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
• 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.

@misc{singulariki-task-6700,
  title  = {Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.},
  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/tasks/task-6700}
}