Advise and teach students.

“Advise and teach students.” is a core task performed by Instructional Coordinators. Among the occupation's 30 rated tasks, workers place it 25th by importance (#6 most important). About 91% 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.

• Advise others on educational or vocational matters. in Providing Consultation and Advice to Others

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.

• 11% of that use is work-related
• Most common interaction: task iteration
• Average autonomy of the AI: 3.4 (1–5; higher = more autonomous)
• 98% 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

• Observe work of teaching staff to evaluate performance and to recommend changes that could strengthen teaching skills. · importance 4.5
• Plan and conduct teacher training programs and conferences dealing with new classroom procedures, instructional materials and equipment, and teaching aids. · importance 4.1
• Interpret and enforce provisions of state education codes and rules and regulations of state education boards. · importance 4.1
• Conduct or participate in workshops, committees, and conferences designed to promote the intellectual, social, and physical welfare of students. · importance 4.0
• Advise teaching and administrative staff in curriculum development, use of materials and equipment, and implementation of state and federal programs and procedures. · importance 4.0
• Prepare grant proposals, budgets, and program policies and goals or assist in their preparation. · importance 3.9
• Recommend, order, or authorize purchase of instructional materials, supplies, equipment, and visual aids designed to meet student educational needs and district standards. · importance 3.9
• Update the content of educational programs to ensure that students are being trained with equipment and processes that are technologically current. · importance 3.7
• Address public audiences to explain program objectives and to elicit support. · importance 3.7
• Research, evaluate, and prepare recommendations on curricula, instructional methods, and materials for school systems. · importance 3.7
• Prepare or approve manuals, guidelines, and reports on state educational policies and practices for distribution to school districts. · importance 3.5
• Coordinate activities of workers engaged in cataloging, distributing, and maintaining educational materials and equipment in curriculum libraries and laboratories. · importance 3.0
• Adapt instructional content or delivery methods for different levels or types of learners.
• Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.

See all tasks on the Instructional Coordinators 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-6877,
  title  = {Advise and teach students.},
  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-6877}
}