- Description
- Work Activities
- Abilities
- Interests
- Knowledge
- Wages
- Skills
- Work Values
- Work Styles
- Related Degrees
- Work Context
- Task Ratings
- Education
Job Description: Teach middle school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
Special Education Teachers, Middle School spend a lot of their time Establishing and Maintaining Interpersonal Relationships. They are naturally good at Oral Comprehension, Written Expression, Oral Expression, and Written Comprehension. Special Education Teachers, Middle School are typically characterized as being Social and Artistic. They are usually very knowledgable about Education and Training, English Language, and Psychology and are skilled at Reading Comprehension and Learning Strategies.
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Work Activities
Establishing and Maintaining Interpersonal Relationships
Communicating with Supervisors, Peers, or Subordinates
Thinking Creatively
Organizing, Planning, and Prioritizing Work
Coaching and Developing Others
Coordinating the Work and Activities of Others
Scheduling Work and Activities
Making Decisions and Solving Problems
Training and Teaching Others
Processing Information
Updating and Using Relevant Knowledge
Assisting and Caring for Others
Resolving Conflicts and Negotiating with Others
Getting Information
Developing Objectives and Strategies
Guiding, Directing, and Motivating Subordinates
Developing and Building Teams
Identifying Objects, Actions, and Events
Interpreting the Meaning of Information for Others
Monitor Processes, Materials, or Surroundings
Documenting/Recording Information
Analyzing Data or Information
Evaluating Information to Determine Compliance with Standards
Judging the Qualities of Things, Services, or People
Interacting With Computers
Performing Administrative Activities
Communicating with Persons Outside Organization
Provide Consultation and Advice to Others
Performing for or Working Directly with the Public
Performing General Physical Activities
Selling or Influencing Others
Handling and Moving Objects
Estimating the Quantifiable Characteristics of Products, Events, or Information
Inspecting Equipment, Structures, or Material
Monitoring and Controlling Resources
Staffing Organizational Units
Controlling Machines and Processes
Abilities
Oral Comprehension
Written Expression
Oral Expression
Written Comprehension
Problem Sensitivity
Speech Clarity
Inductive Reasoning
Deductive Reasoning
Speech Recognition
Information Ordering
Fluency of Ideas
Originality
Near Vision
Category Flexibility
Selective Attention
Far Vision
Mathematical Reasoning
Flexibility of Closure
Speed of Closure
Time Sharing
Number Facility
Visualization
Memorization
Perceptual Speed
Visual Color Discrimination
Finger Dexterity
Auditory Attention
Hearing Sensitivity
Trunk Strength
Interests
Social
Artistic
Investigative
Enterprising
Conventional
Realistic
Knowledge
Education and Training
English Language
Psychology
Customer and Personal Service
Mathematics
Clerical
Computers and Electronics
Therapy and Counseling
Geography
History and Archeology
Sociology and Anthropology
Administration and Management
Philosophy and Theology
Communications and Media
Biology
Law and Government
Public Safety and Security
Chemistry
Personnel and Human Resources
Transportation
Medicine and Dentistry
Physics
Fine Arts
Design
Sales and Marketing
Foreign Language
Engineering and Technology
Economics and Accounting
Telecommunications
Production and Processing
Mechanical
Wages
Connecticut
$68,180
Alaska
$67,510
New York
$67,280
Rhode Island
$66,510
Maryland
$64,160
California
$63,210
Massachusetts
$60,600
Pennsylvania
$58,430
Virginia
$58,320
Wyoming
$57,480
Washington
$57,280
New Jersey
$57,120
Illinois
$56,580
Michigan
$55,950
New Mexico
$54,700
Minnesota
$54,420
Delaware
$53,580
Vermont
$51,860
Nevada
$51,620
Wisconsin
$51,400
Colorado
$50,690
Texas
$50,200
New Hampshire
$49,720
South Carolina
$49,650
Nebraska
$49,600
Oregon
$49,590
Indiana
$49,580
Ohio
$49,560
Florida
$49,130
Georgia
$49,060
Alabama
$49,040
Kentucky
$48,410
Utah
$48,240
Louisiana
$47,400
Idaho
$46,890
Kansas
$45,910
Tennessee
$45,650
Maine
$45,650
Arkansas
$45,390
Missouri
$45,190
Iowa
$43,200
North Carolina
$43,170
District of Columbia
$42,990
Mississippi
$41,620
Oklahoma
$41,320
Arizona
$41,230
Montana
$38,880
West Virginia
$38,050
South Dakota
$37,940
Skills
Reading Comprehension
Learning Strategies
Critical Thinking
Time Management
Social Perceptiveness
Speaking
Active Listening
Coordination
Monitoring
Instructing
Writing
Active Learning
Judgment and Decision Making
Persuasion
Service Orientation
Negotiation
Systems Evaluation
Complex Problem Solving
Systems Analysis
Management of Personnel Resources
Mathematics
Technology Design
Operation Monitoring
Management of Material Resources
Science
Programming
Work Values
Relationships
Working Conditions
Achievement
Independence
Support
Recognition
Work Styles
Concern for Others
Dependability
Self Control
Adaptability/Flexibility
Cooperation
Stress Tolerance
Integrity
Attention to Detail
Persistence
Achievement/Effort
Initiative
Social Orientation
Independence
Leadership
Analytical Thinking
Innovation
Related University Degree Programs
Work Context
Work With Work Group or Team
Contact With Others
Face-to-Face Discussions
Electronic Mail
Physical Proximity
Freedom to Make Decisions
Structured versus Unstructured Work
Coordinate or Lead Others
Importance of Being Exact or Accurate
Impact of Decisions on Co-workers or Company Results
Indoors, Environmentally Controlled
Letters and Memos
Public Speaking
Frequency of Decision Making
Spend Time Standing
Frequency of Conflict Situations
Time Pressure
Telephone
Deal With External Customers
Responsible for Others' Health and Safety
Deal With Unpleasant or Angry People
Responsibility for Outcomes and Results
Sounds, Noise Levels Are Distracting or Uncomfortable
Exposed to Disease or Infections
Level of Competition
Duration of Typical Work Week
Importance of Repeating Same Tasks
Consequence of Error
Spend Time Walking and Running
Deal With Physically Aggressive People
Spend Time Sitting
Indoors, Not Environmentally Controlled
Spend Time Making Repetitive Motions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Bending or Twisting the Body
Degree of Automation
Spend Time Kneeling, Crouching, Stooping, or Crawling
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Outdoors, Exposed to Weather
Exposed to Contaminants
Very Hot or Cold Temperatures
Exposed to Minor Burns, Cuts, Bites, or Stings
Outdoors, Under Cover
Spend Time Keeping or Regaining Balance
Cramped Work Space, Awkward Positions
In an Enclosed Vehicle or Equipment
Extremely Bright or Inadequate Lighting
In an Open Vehicle or Equipment
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Pace Determined by Speed of Equipment
Exposed to Radiation
Exposed to Hazardous Conditions
Spend Time Climbing Ladders, Scaffolds, or Poles
Work Schedules
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to High Places
-40 hours-
Duration of Typical Work Week
-A lot of freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-About half the time-
Spend Time Standing
Spend Time Sitting
Spend Time Walking and Running
Spend Time Making Repetitive Motions
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Bending or Twisting the Body
Spend Time Keeping or Regaining Balance
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
-Completely automated-
Degree of Automation
-Constant contact with others-
Contact With Others
-Contact with others about half the time-
Contact With Others
-Contact with others most of the time-
Contact With Others
-Continually or almost continually-
Spend Time Standing
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Keeping or Regaining Balance
Spend Time Making Repetitive Motions
Spend Time Walking and Running
Spend Time Sitting
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Bending or Twisting the Body
-Every day-
Face-to-Face Discussions
Electronic Mail
Indoors, Environmentally Controlled
Public Speaking
Frequency of Decision Making
Letters and Memos
Exposed to Disease or Infections
Deal With Unpleasant or Angry People
Time Pressure
Frequency of Conflict Situations
Sounds, Noise Levels Are Distracting or Uncomfortable
Indoors, Not Environmentally Controlled
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Telephone
Deal With Physically Aggressive People
Exposed to Contaminants
Very Hot or Cold Temperatures
Cramped Work Space, Awkward Positions
In an Open Vehicle or Equipment
Extremely Bright or Inadequate Lighting
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Outdoors, Exposed to Weather
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
In an Enclosed Vehicle or Equipment
Exposed to High Places
Outdoors, Under Cover
Exposed to Radiation
Exposed to Minor Burns, Cuts, Bites, or Stings
Exposed to Hazardous Conditions
-Extremely competitive-
Level of Competition
-Extremely important-
Work With Work Group or Team
Deal With External Customers
Coordinate or Lead Others
Importance of Being Exact or Accurate
Importance of Repeating Same Tasks
Pace Determined by Speed of Equipment
-Extremely serious-
Consequence of Error
-Fairly important-
Deal With External Customers
Importance of Repeating Same Tasks
Pace Determined by Speed of Equipment
Coordinate or Lead Others
Work With Work Group or Team
Importance of Being Exact or Accurate
-Fairly serious-
Consequence of Error
-High responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Highly automated-
Degree of Automation
-Highly competitive-
Level of Competition
-I don't work near other people (beyond 100 ft.)-
Physical Proximity
-I work with others but not closely (e.g., private office)-
Physical Proximity
-Important-
Importance of Repeating Same Tasks
Importance of Being Exact or Accurate
Coordinate or Lead Others
Deal With External Customers
Pace Determined by Speed of Equipment
Work With Work Group or Team
-Important results-
Impact of Decisions on Co-workers or Company Results
-Irregular (changes with weather conditions, production demands, or contract duration)-
Work Schedules
-Less than 40 hours-
Duration of Typical Work Week
-Less than half the time-
Spend Time Sitting
Spend Time Bending or Twisting the Body
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Making Repetitive Motions
Spend Time Walking and Running
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Standing
Spend Time Keeping or Regaining Balance
Spend Time Climbing Ladders, Scaffolds, or Poles
-Limited freedom-
Freedom to Make Decisions
Structured versus Unstructured Work
-Limited responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-Minor results-
Impact of Decisions on Co-workers or Company Results
-Moderate responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Moderate results-
Impact of Decisions on Co-workers or Company Results
-Moderately automated-
Degree of Automation
-Moderately close (at arm's length)-
Physical Proximity
-Moderately competitive-
Level of Competition
-More than 40 hours-
Duration of Typical Work Week
-More than half the time-
Spend Time Standing
Spend Time Walking and Running
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Spend Time Making Repetitive Motions
Spend Time Bending or Twisting the Body
Spend Time Sitting
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Climbing Ladders, Scaffolds, or Poles
Spend Time Keeping or Regaining Balance
-Never-
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Exposed to High Places
Exposed to Radiation
Exposed to Hazardous Conditions
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Spend Time Climbing Ladders, Scaffolds, or Poles
In an Open Vehicle or Equipment
Extremely Bright or Inadequate Lighting
In an Enclosed Vehicle or Equipment
Spend Time Keeping or Regaining Balance
Cramped Work Space, Awkward Positions
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Exposed to Minor Burns, Cuts, Bites, or Stings
Very Hot or Cold Temperatures
Outdoors, Under Cover
Exposed to Contaminants
Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls
Outdoors, Exposed to Weather
Indoors, Not Environmentally Controlled
Spend Time Kneeling, Crouching, Stooping, or Crawling
Spend Time Making Repetitive Motions
Spend Time Bending or Twisting the Body
Sounds, Noise Levels Are Distracting or Uncomfortable
Indoors, Environmentally Controlled
Spend Time Walking and Running
Exposed to Disease or Infections
Deal With Physically Aggressive People
Frequency of Decision Making
Telephone
Deal With Unpleasant or Angry People
Public Speaking
Spend Time Sitting
Frequency of Conflict Situations
Time Pressure
Face-to-Face Discussions
Electronic Mail
Spend Time Standing
Letters and Memos
-No contact with others-
Contact With Others
-No freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-No responsibility-
Responsibility for Outcomes and Results
Responsible for Others' Health and Safety
-No results-
Impact of Decisions on Co-workers or Company Results
-Not at all automated-
Degree of Automation
-Not at all competitive-
Level of Competition
-Not important at all-
Pace Determined by Speed of Equipment
Importance of Repeating Same Tasks
Deal With External Customers
Coordinate or Lead Others
Work With Work Group or Team
Importance of Being Exact or Accurate
-Not serious at all-
Consequence of Error
-Occasional contact with others-
Contact With Others
-Once a month or more but not every week-
Exposed to Disease or Infections
Letters and Memos
Deal With Unpleasant or Angry People
Time Pressure
Telephone
Sounds, Noise Levels Are Distracting or Uncomfortable
Frequency of Decision Making
Frequency of Conflict Situations
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Electronic Mail
Exposed to Contaminants
Deal With Physically Aggressive People
Outdoors, Exposed to Weather
Public Speaking
Cramped Work Space, Awkward Positions
Indoors, Not Environmentally Controlled
In an Enclosed Vehicle or Equipment
Exposed to Minor Burns, Cuts, Bites, or Stings
Outdoors, Under Cover
Very Hot or Cold Temperatures
Face-to-Face Discussions
Exposed to High Places
Exposed to Radiation
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Extremely Bright or Inadequate Lighting
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Indoors, Environmentally Controlled
-Once a week or more but not every day-
Telephone
Frequency of Conflict Situations
Time Pressure
Sounds, Noise Levels Are Distracting or Uncomfortable
Face-to-Face Discussions
Letters and Memos
Deal With Unpleasant or Angry People
Deal With Physically Aggressive People
Electronic Mail
Frequency of Decision Making
Exposed to Minor Burns, Cuts, Bites, or Stings
Indoors, Environmentally Controlled
Indoors, Not Environmentally Controlled
Very Hot or Cold Temperatures
Extremely Bright or Inadequate Lighting
Outdoors, Exposed to Weather
Public Speaking
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
Outdoors, Under Cover
Exposed to Contaminants
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
Cramped Work Space, Awkward Positions
Exposed to Hazardous Conditions
In an Open Vehicle or Equipment
Exposed to Disease or Infections
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
In an Enclosed Vehicle or Equipment
Exposed to High Places
Exposed to Radiation
-Once a year or more but not every month-
Deal With Physically Aggressive People
Outdoors, Exposed to Weather
Public Speaking
Deal With Unpleasant or Angry People
Exposed to Contaminants
Outdoors, Under Cover
Indoors, Not Environmentally Controlled
Frequency of Conflict Situations
Very Hot or Cold Temperatures
Time Pressure
Exposed to Disease or Infections
Letters and Memos
Exposed to Minor Burns, Cuts, Bites, or Stings
Frequency of Decision Making
Electronic Mail
Cramped Work Space, Awkward Positions
Sounds, Noise Levels Are Distracting or Uncomfortable
Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets
In an Enclosed Vehicle or Equipment
In an Open Vehicle or Equipment
Extremely Bright or Inadequate Lighting
Telephone
Exposed to Hazardous Conditions
Exposed to Whole Body Vibration
Exposed to Hazardous Equipment
Face-to-Face Discussions
Indoors, Environmentally Controlled
Exposed to High Places
Exposed to Radiation
Wear Specialized Protective or Safety Equipment such as Breathing Apparatus, Safety Harness, Full Protection Suits, or Radiation Protection
-Regular (established routine, set schedule)-
Work Schedules
-Seasonal (only during certain times of the year)-
Work Schedules
-Serious-
Consequence of Error
-Slightly automated-
Degree of Automation
-Slightly close (e.g., shared office)-
Physical Proximity
-Slightly competitive-
Level of Competition
-Some freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-Very close (near touching)-
Physical Proximity
-Very high responsibility-
Responsible for Others' Health and Safety
Responsibility for Outcomes and Results
-Very important-
Importance of Being Exact or Accurate
Coordinate or Lead Others
Importance of Repeating Same Tasks
Deal With External Customers
Work With Work Group or Team
Pace Determined by Speed of Equipment
-Very important results-
Impact of Decisions on Co-workers or Company Results
-Very little freedom-
Structured versus Unstructured Work
Freedom to Make Decisions
-Very serious-
Consequence of Error
Task Ratings
- Importance Core-
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Prepare materials and classrooms for class activities.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Observe and evaluate students' performance, behavior, social development, and physical health.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Coordinate placement of students with special needs into mainstream classes.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Organize and label materials and display students' work.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Attend staff meetings and serve on committees, as required.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
- Importance Supplemental-
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide additional instruction in vocational areas.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
- Relevance of Task Core-
Attend staff meetings and serve on committees, as required.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Observe and evaluate students' performance, behavior, social development, and physical health.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare materials and classrooms for class activities.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Organize and label materials and display students' work.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Coordinate placement of students with special needs into mainstream classes.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
- Relevance of Task Supplemental-
Provide additional instruction in vocational areas.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
-Daily Frequency of Task (Categories 1-7) Core-
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Prepare materials and classrooms for class activities.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Organize and label materials and display students' work.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Observe and evaluate students' performance, behavior, social development, and physical health.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Coordinate placement of students with special needs into mainstream classes.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Attend staff meetings and serve on committees, as required.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
-Daily Frequency of Task (Categories 1-7) Supplemental-
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide additional instruction in vocational areas.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
-Hourly or more Frequency of Task (Categories 1-7) Core-
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Observe and evaluate students' performance, behavior, social development, and physical health.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Prepare materials and classrooms for class activities.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Organize and label materials and display students' work.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Coordinate placement of students with special needs into mainstream classes.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Attend staff meetings and serve on committees, as required.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
-Hourly or more Frequency of Task (Categories 1-7) Supplemental-
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Provide additional instruction in vocational areas.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
-More than monthly Frequency of Task (Categories 1-7) Core-
Attend staff meetings and serve on committees, as required.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Coordinate placement of students with special needs into mainstream classes.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Organize and label materials and display students' work.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Observe and evaluate students' performance, behavior, social development, and physical health.
Prepare materials and classrooms for class activities.
-More than monthly Frequency of Task (Categories 1-7) Supplemental-
Provide additional instruction in vocational areas.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
-More than weekly Frequency of Task (Categories 1-7) Core-
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Organize and label materials and display students' work.
Attend staff meetings and serve on committees, as required.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Observe and evaluate students' performance, behavior, social development, and physical health.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Coordinate placement of students with special needs into mainstream classes.
Prepare materials and classrooms for class activities.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
-More than weekly Frequency of Task (Categories 1-7) Supplemental-
Provide additional instruction in vocational areas.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
-More than yearly Frequency of Task (Categories 1-7) Core-
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Coordinate placement of students with special needs into mainstream classes.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Organize and label materials and display students' work.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Attend staff meetings and serve on committees, as required.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Observe and evaluate students' performance, behavior, social development, and physical health.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Prepare materials and classrooms for class activities.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
-More than yearly Frequency of Task (Categories 1-7) Supplemental-
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Provide additional instruction in vocational areas.
-Several times daily Frequency of Task (Categories 1-7) Core-
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Prepare materials and classrooms for class activities.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Observe and evaluate students' performance, behavior, social development, and physical health.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Organize and label materials and display students' work.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Attend staff meetings and serve on committees, as required.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Coordinate placement of students with special needs into mainstream classes.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
-Several times daily Frequency of Task (Categories 1-7) Supplemental-
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide additional instruction in vocational areas.
-Yearly or less Frequency of Task (Categories 1-7) Core-
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Coordinate placement of students with special needs into mainstream classes.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Observe and evaluate students' performance, behavior, social development, and physical health.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Teach students personal development skills such as goal setting, independence, and self-advocacy.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Attend staff meetings and serve on committees, as required.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and instructional technology.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Organize and label materials and display students' work.
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Prepare materials and classrooms for class activities.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
-Yearly or less Frequency of Task (Categories 1-7) Supplemental-
Provide interpretation and transcription of regular classroom materials through Braille and sign language.
Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
Provide additional instruction in vocational areas.
Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Education Training Experience
-On-Site or In-Plant Training-
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 10 years
-On-the-Job Training-
None or short demonstration
Anything beyond short demonstration, up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
-Related Work Experience-
None
Up to and including 1 month
Over 1 month, up to and including 3 months
Over 3 months, up to and including 6 months
Over 6 months, up to and including 1 year
Over 1 year, up to and including 2 years
Over 2 years, up to and including 4 years
Over 4 years, up to and including 6 years
-Required Level of Education-
Bachelor's Degree
Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree, but do not meet the requirements of academic degrees carrying the title of Master
Master's Degree