Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.

“Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.” is a core task performed by Special Education Teachers, Secondary School. Among the occupation's 40 rated tasks, workers place it 15th by importance (#26 most important). About 92% 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: T1.

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.

• 94% of that use is work-related
• 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.

Other tasks in this occupation

• Establish and enforce rules for behavior and policies and procedures to maintain order among students. · importance 4.6
• Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. · importance 4.5
• Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. · importance 4.5
• Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. · importance 4.5
• Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. · importance 4.4
• Prepare materials and classrooms for class activities. · importance 4.4
• Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. · importance 4.3
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · importance 4.3
• Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. · importance 4.3
• Teach personal development skills, such as goal setting, independence, and self-advocacy. · importance 4.3
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.3
• Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies. · importance 4.2
• Observe and evaluate students' performance, behavior, social development, and physical health. · importance 4.2
• Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. · importance 4.2

See all tasks on the Special 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-6813,
  title  = {Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.},
  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-6813}
}