Train and assist tutors and community literacy volunteers.

“Train and assist tutors and community literacy volunteers.” is a supplemental task performed by Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors. Among the occupation's 39 rated tasks, workers place it 15th by importance (#25 most important). About 27% 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.

• Train others on operational or work procedures. in Training and Teaching Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

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 0.00. 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.

• 0.010% share of AI-use records mapped to this task
• 72% of that use is work-related
• 84% 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

• Observe and evaluate students' work to determine progress and make suggestions for improvement. · importance 4.4
• Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. · importance 4.3
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. · importance 4.3
• Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. · importance 4.2
• Prepare materials and classrooms for class activities. · importance 4.2
• Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.2
• Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. · importance 4.2
• 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 4.2
• Assign and grade class work and homework. · importance 4.2
• Maintain accurate and complete student records as required by laws or administrative policies. · importance 4.1
• Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. · importance 4.1
• Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. · importance 3.9
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · importance 3.9
• Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. · importance 3.8

See all tasks on the Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors 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-6859,
  title  = {Train and assist tutors and community literacy volunteers.},
  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-6859}
}