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SOC 25-2032 · O*NET 25-2032.00
This page's entry corresponds to secondary school career and technical education teachers (O*NET-SOC 25-2032.00): teaching career and vocational skills and career or technical subjects to students at the secondary stage — using lecture, discussion, and demonstration for individual and group instruction, setting course and unit objectives and preparing lesson plans and materials, establishing and enforcing behavioral rules that maintain classroom and practicum order, instructing and supervising students in the use and care of equipment to prevent injury and damage, observing and evaluating students' performance and behavior and social development and physical health, preparing and grading tests and assignments, maintaining student records as required by law and district policy, and communicating student progress with parents or guardians and colleagues; the work is mainly a fixed in-school timetable (82% in continuous contact with others, 73% making a public speech every day, 80% working more than 40 hours per week, 39% having extremely high responsibility for the health and safety of others), and its duties do not replace the school's and competent authority's responsibility for curriculum approval and personnel management, and student protection matters are handled by designated positions per the system.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+0+50)/3+0.5)=33; fermatmind-ai-impact-v1; 2026-10-18.
In one sentence: this is a role that turns "has this occupational or technical course actually been learned by the students, and is the process safe and traceable" into reviewable evidence; the outputs are course objectives and lesson plans, classroom and practicum records, student assessment and grading evidence, student performance and attendance records, practicum safety and equipment inspection records, and communication records with students, parents, and colleagues; it is not the school management and curriculum approval role, nor does it replace the school's or the competent authority's handling and reporting of student protection matters. This page does not publish occupation-level wage figures for mainland China and only registers the scope and gaps with visible markers.
Education, credentials, and authorization must be checked separately: O*NET classifies this occupation as Job Zone Four (considerable preparation, SVP 7.0 to below 8.0), and the O*NET education survey shows 40% of respondents consider a bachelor's degree necessary, 23% a master's degree, and 13% an associate or other two-year degree; the occupation page lists 1 apprenticeship direction (Agriculture Education Instructor) and 9 certifications (including National Board Certification - Career & Technical Education, Praxis Subject Assessment, Microsoft Certified Educator, and Certified in Family and Consumer Sciences). In mainland China, teaching requires obtaining the teacher credential for the corresponding stage and subject under the teacher credential system, and meeting the school's recruitment and employment conditions; a teacher credential does not equal employment, the range of stages and subjects taught, authorization as a class adviser or practicum supervisor, or the school's approval to offer a specific practicum program.
Career direction comparison
The table below compares the differences in duties and outputs between secondary school career and technical education teachers and the adjacent directions; the basis for judging is the main outputs, what the work is accountable for, and the required qualifications, not how similar the job titles are.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Training and Development Specialists | Improving job competence for incumbent workers, with output mainly training plans and training effectiveness evaluation. | Training and development specialists design and deliver in-service training inside organizations and are employed by companies and institutions; this occupation works with adolescent students at the secondary stage and is bound by curriculum standards and teacher credentials and school systems. | If you would rather train and upskill incumbent workers, look first at the training and development specialist direction; if you would rather teach career and technical courses in a secondary classroom, look first at this occupation. |
AI impact on this career
AI can assist with teaching resources, feedback, and statistics; the U.S. Department of Education 2023 report recommends that teachers retain control of significant instructional decisions and protect student rights. This is a policy recommendation, and no deployment rate, time savings, or replacement rate for this occupation was obtained; no prediction can be given that there will not be overall replacement. AI Impact Score 33% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((50+0+50)/3+0.5)=33; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Chinese mainland salary reference
Occupation correspondence: U.S. O*NET-SOC 25-2032.00 (Career/Technical Education Teachers, Secondary School, SOC 25-2032); this route in mainland China did not establish a directly corresponding occupational sub-category code, and classification must follow the actual job duties and teacher credential and school employment conditions, and the page language does not constitute occupation equivalence or a wage mapping.
Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. The U.S. SOC and the Chinese teaching qualification classification are not a one-to-one wage classification.
Insufficient evidence: no national monthly salary distribution exactly matching secondary school career and technical education teachers was obtained; this page does not publish substitute figures.
U.S. pay reference
U.S. secondary CTE median annual wage 66,270 USD; P10—P90 is 50,040—101,340, with no hourly wage published. U.S. 25-2032 secondary school career and technical education teachers: employment 110,500 in 2025 and 110,100 projected in 2035; the 2025—2035 change rate is 0% (rounded, Little or no change), a net change of about -400, and 6,400 average annual openings (growth and replacement demand, not net new additions). The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or mandatory for everyone in this occupation.
| Wage statistical position | Annual wage reference | Conversion boundary | How to understand this position |
|---|---|---|---|
| 10th percentile | $50,040/year (10th percentile) | This occupation page's scope, not individual monthly income |
Career fit guide
Editorially observe whether the person can adjust the approach, maintain order, supervise safety, and record truthfully; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. Industry craft is not enough to prove teaching competence.
You may be better suited to： Editorially observe teaching, assessment, and traceable records; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
These situations require caution： You find records and reporting a nuisance, habitually grade by impression, resist improvement when a teaching or recording problem is pointed out, or simplify practicum safety steps to save time; all of these directly amplify student rights and compliance risk and require caution.
Work stress, risks, and occupational boundaries
Direct answer: the main risks include student injury from insufficient practicum supervision, privacy consequences from improper handling of student records and family information, unfair or inaccurate assessment and grade handling, practicum equipment and site hazards not being removed promptly, handling student protection matters beyond authority or delaying a report, and competence depreciation under curriculum standard and technical updates; control depends on pre-class equipment and site checks, continuous patrol and correction during student operation, maintaining and accessing student records per the system, grading to published standards with retained evidence, protecting the student first and reporting per procedures when harm is suspected, and continuous participation in teaching group work and training.
The risk scenarios are an editorial compilation based on the U.S. O*NET task context and the actual provisions of China's school safety, minors protection, and personal information protection rules; incidence rates and specific school procedures were not obtained.
Typical scenario：Leaving the site while letting students operate on their own to save time, or giving only a verbal reminder without any record for an obviously noncompliant operation.
Entry, qualifications, and career development
The O*NET entry-level education survey shows 40% bachelor's, 23% master's, and 13% associate, which is not the incumbent education composition; Job Zone4 is a cross-occupation preparation zone, and the 1 Agriculture Education Instructor apprenticeship example does not prove current enrollment or a requirement for everyone. The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or required across all occupations. Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses.
Occupational outlook and transfer to related occupations
Direct answer: under this evidence route, the wages and employment data shown by the Career/Technical Education Teachers, Secondary School (SOC 25-2032) occupation page are source-supported — the BLS 2025 OEWS data shown by O*NET give a national median annual wage of 66,270 USD (10th to 90th annual wage percentiles 50,040 to 101,340 USD; the occupation page does not publish an hourly wage distribution), employment of about 110,500 in 2025 and about 110,100 in 2035, a ten-year change of 0% (rounded, Little or no change), and about 6,400 average annual job openings over 2025—2035 (even when the total declines, departures and retirements still create openings). The occupation page is not marked Bright Outlook, and among its O*NET related occupations business teachers (postsecondary) (25-1011.00) and computer science teachers (postsecondary) (25-1021.00) are marked Bright Outlook and are different occupation identities. Mainland China has no national occupation wage statistics listed separately for this occupation, and this route requires retaining the evidence boundary, so this page publishes no occupation-level figures and does not fill them with U.S. numbers or an adjacent industry proxy.
Teach career and vocational skills and career or technical subjects at the secondary stage: use methods such as lecture, discussion, and demonstration to instruct students individually and in groups; establish and enforce behavioral rules and procedures that maintain order; prepare materials and the classroom for class activities; observe and evaluate students' performance and behavior and social development and physical health; teach the knowledge and skills required for a specific occupational field under a systematic plan; instruct and supervise students in the use and care of equipment and materials to prevent injury and damage; set clear objectives for courses and units and projects and communicate them to students; prepare, administer, and grade tests and assignments; assign and grade class work and homework; provide assistive devices and supportive technology and assistance accessing facilities for students with disabilities; confer with parents or guardians and other teachers and counselors and administrators to resolve students' behavioral and academic problems; plan and supervise class projects and field trips and work experience programs; maintain student records as required by law and district policy; advise student clubs and extracurricular activities; and attend teaching group work and training and staff meetings.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
Conditions for pausing major investment first: you have not yet completed one full closed loop from setting course objectives and lesson plans and practicum safety plans and assessment design through recording and communication; or you are unwilling to record and report truthfully per the system, unwilling to emphasize safety procedures repeatedly during practicum, and unwilling to face questions from parents and colleagues; also, do not treat knowing a trade or having worked in the industry as proof that you already have classroom management and student guidance ability.
One-sentence judgment: secondary school career and technical education teachers are not about "finishing the textbook"; they teach the knowledge and skills of an occupational or technical field to adolescents at the secondary stage, and are accountable for course objectives, practicum safety, student records, and assessment quality. O*NET classifies this occupation as Job Zone Four (considerable preparation, SVP 7.0 to below 8.0), does not mark it Bright Outlook, and gives an interest code of SCA (Social, Conventional, Artistic). The core boundary: the teaching credential, the subject taught, and the stage taught must each be obtained under local rules, and student assessment and promotion decisions, the handling and reporting of student protection matters, and the conditions under which practicum equipment may be operated are all different responsibilities, so a teacher may not overstep to replace the school or the competent authority in handling them.
Signals to keep exploring: you are willing to explain the same thing repeatedly to students with different foundations and adjust your approach, and can attend to learning progress and personal safety at the same time in the classroom and at the practicum site (the O*NET work context shows that among 100 interest codes Social is the highest, 94 for the work activity of teaching and instructing others, 82% in continuous contact with others, 73% making public speeches every day, and 80% working more than 40 hours per week); you are willing to record student performance and attendance and assessment evidence truthfully and completely, accept working to curriculum standards and school systems, and report per procedures when a student shows an abnormality or is suspected of being harmed rather than handling it on your own.
Secondary school career and technical education teachers (O*NET-SOC 25-2032.00) teach career, vocational, career-exploration, or technical subjects to students at the secondary stage. Daily work includes: using various teaching methods such as lecture, discussion, and demonstration to instruct students individually and in groups; establishing and enforcing behavioral rules and procedures that maintain student order; preparing materials and the classroom for class activities; observing and evaluating students' performance, behavior, social development, and physical health; teaching the knowledge and skills required for a specific occupation or occupational field under a systematic plan of lectures, discussions, audiovisual presentations, and laboratory, workshop, and on-site learning; instructing and supervising students in the use and care of equipment and materials to prevent injury and damage; setting clear objectives for all lessons, units, and projects and communicating them to students; using computers, audiovisual aids, and other equipment and materials to supplement presentations; instructing and counseling students with adjustment or academic problems or special academic interests; maintaining accurate and complete student records as required by law, district policy, and administrative regulations; planning and conducting a balanced program of instruction, demonstration, and work time so that students have opportunities to observe, question, and investigate; preparing, administering, and grading tests and assignments to evaluate student progress; assigning and grading class work and homework; enforcing all administration policies and rules governing students; providing assistive devices, supportive technology, and assistance accessing facilities for students with disabilities; preparing students for later grades by encouraging them to explore learning opportunities and persevere with challenging tasks; planning and supervising class projects, field trips, guest speakers, and other experiential activities and guiding students in learning from them; conferring with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems; keeping informed about trends in education and the subject field taught; planning and supervising work experience programs in business, industrial workshops, and school laboratories; meeting with other professionals to discuss individual students' needs and progress; preparing and implementing remedial programs for students requiring extra help; establishing course objectives and outlines per curriculum guidelines or state and school requirements; meeting with parents or guardians to discuss their children's progress and to determine priorities and resource needs; arranging for students to gain work placements or referring them to job placement services; selecting, ordering, storing, issuing, and inventorying classroom equipment, materials, and supplies; advising student clubs, student organizations, academic competitions, and other extracurricular activities; collaborating with other teachers and administrators to develop, evaluate, and revise secondary school curriculum programs; attending professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence; meeting with other staff to plan and schedule courses according to the approved curriculum; preparing reports on students and activities as required by administration; and attending staff meetings and serving on committees as required, along with administrative duties such as library assistance, hall and cafeteria duty, and bus loading and unloading supervision. It carries responsibility for student protection, teaching quality, and the scope of teaching, but does not replace the school's and competent authority's responsibility for curriculum approval, handling student protection matters, and personnel management.
The work of this occupation falls into three categories: first, classroom teaching (setting course objectives and lesson plans, lecturing, demonstrating, and discussing, assigning and grading homework and tests, assessing student progress, and adjusting the pace to the curriculum standards); second, practicum and safety instruction (preparing and maintaining practicum equipment and materials, demonstrating and supervising equipment use and care, checking the site and equipment for hazards, and establishing and enforcing order and safety procedures in the classroom and practicum site); third, recording and communication (maintaining student enrollment and performance and attendance and assessment records, communicating with parents or guardians and colleagues and administrators, participating in individualized support and tutoring and job placement referrals, and reporting abnormalities per procedures). All three share the same chain built around course objectives, evidence of student learning, and traceable records.
Classroom teaching
Practicum and safety instruction
Secondary school career and technical education teachers have as their core output course objectives, evidence of student learning, and traceable records; training and development specialists focus on improving the job competence of incumbent workers, educational guidance and career counselors focus on students' further education and career counseling, and business teachers, computer science teachers, and family and consumer sciences teachers teach and research a subject at the higher education stage, while instructional coordinators coordinate curriculum and instruction and train teachers. Similar names or being in the same education chain do not mean that the teaching credential, the scope of teaching, assessment authority, and authority to handle student protection matters are interchangeable.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Core purpose | Let secondary students truly acquire verifiable knowledge and skills in an occupational or technical field and complete practicum safely: ensure teaching has a basis through course objectives and lesson plans, make learning visible and reviewable through assessment and records, and keep the process controllable through safety procedures and order management. | Core purpose |
| Main objects and basis |
course objectives and lesson plans and teaching records.
practicum safety and equipment inspection records.
assessment results and grading evidence records.
individualized support and referral records.
enrollment and grade and communication records.
curriculum collaboration and activity records.
Before starting, check at least six items: job duties (career and technical course teaching, practicum and equipment safety instruction, student guidance and further education and employment counseling, curriculum and program design, or instructional coordination), the required teacher credential and the stage and subject scope taught, practicum site and equipment conditions and the division of safety responsibility, class size and teaching hours and workload arrangements, student record and communication and mandatory reporting requirements, and whether you are responsible for class adviser duties or extracurricular activities or school-enterprise cooperation.
Occupation scope
| Educational, Guidance, and Career Counselors and Advisors | Provide further education and career counseling and individual guidance, with output mainly counseling records and individualized plans. | Educational guidance and career counselors mainly use individual and group counseling and work directly on students' further education and career choices; this occupation centers on course teaching and assessment, with student guidance only one part of the duties. | If you would rather do further education and career counseling and individual guidance, look first at the educational guidance and career counselor direction; if you would rather carry course teaching and assessment responsibility, look first at this occupation. |
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| Business Teachers, Postsecondary | Teach business courses and conduct research at the higher education stage, with output mainly course teaching and academic output. | Business teachers (postsecondary) usually need an advanced degree in the discipline and carry research and academic publication requirements, teaching college and graduate students; this occupation teaches secondary students, with a focus on career and technical skills and practicum safety. | If you would rather teach and research a discipline in higher education, look first at the business teacher (postsecondary) direction (usually requiring a higher degree); if you would rather do career and technical education in a secondary school, look first at this occupation. |
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| Computer Science Teachers, Postsecondary | Teach computer science courses and conduct research at the higher education stage, with output mainly course teaching and academic output. | Computer science teachers (postsecondary) carry disciplinary research and student research supervision, teaching college and graduate students; this occupation works on secondary stage technical courses and practicum and does not carry disciplinary research duties. | If you would rather do teaching and research in computer science in higher education, look first at the computer science teacher (postsecondary) direction; if you would rather teach technical courses to secondary students, look first at this occupation. |
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| Family and Consumer Sciences Teachers, Postsecondary | Teach family and consumer sciences courses and conduct research at the higher education stage, with output mainly course teaching and academic output. | Family and consumer sciences teachers (postsecondary) center on disciplinary courses and research, teaching college and graduate students; this occupation teaches secondary students career and technical courses in the corresponding field and is responsible for practicum safety. | If you would rather do teaching and research in this field in higher education, look first at the family and consumer sciences teacher (postsecondary) direction; if you would rather teach related career courses in a secondary school, look first at this occupation. |
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| Instructional Coordinators | Coordinate curriculum and instruction and teacher training, with output mainly curriculum plans and teaching standards and training documents. | Instructional coordinators coordinate and guide the curriculum system and the teacher group and do not carry day-to-day class teaching and assessment responsibility; this occupation works directly with students and carries classroom teaching and practicum safety and assessment responsibility. | If you would rather coordinate curriculum and instruction and train teachers, look first at the instructional coordinator direction; if you would rather work directly with students and carry teaching and assessment responsibility, look first at this occupation. |
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This page compares secondary school career and technical education teachers with six adjacent directions on the same set of dimensions: career direction, core work and outputs, key differences, and which direction each preference is better suited to. Adjacent directions are described according to their own official occupation descriptions and do not mean the job titles or teaching credentials are interchangeable.
Conclusion: the choice of direction is based on the main outputs, what the work is accountable for, and the required qualifications, not on how similar the names are; once the direction is set, check the target position item by item for the teacher credential and the stage and subject scope, the practicum site and equipment conditions and the division of safety responsibility, class size and teaching hours and workload arrangements, and student record and reporting requirements, and keep written confirmation.
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Editorially, AI assistance can be trialled for lesson preparation, feedback, and records, but first check the objectives, the legality of the inputs, error and bias, and the actual time cost; models may handle many kinds of input, so it cannot be asserted that they cannot see all classroom information, and the existing material does not guarantee efficiency gains.
It depends on whether the school has the learning management system and data retention and privacy protection conditions, whether curriculum standards and school systems permit using automatic results in the assessment process, and whether the division of responsibility is clear. Technical feasibility does not mean it is permitted for assessment and promotion decisions or student protection judgments, nor that the school has already adopted it.
U.S. 25-2032 secondary school career and technical education teachers: employment 110,500 in 2025 and 110,100 projected in 2035; the 2025—2035 change rate is 0% (rounded, Little or no change), a net change of about -400, and 6,400 average annual openings (growth and replacement demand, not net new additions). The employment projection does not separately identify a causal AI effect.
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Classroom teaching | Set course and unit objectives, prepare lesson plans and materials, and use lecture, discussion, and demonstration for individual and group instruction. | Drafts of lesson plans and handouts and exercises and material organization can be assisted, while teaching objectives and classroom judgments are still made by a person. | Judge whether course objectives are met and whether learning evidence holds, and be accountable for teaching and assessment conclusions. |
| Practicum and safety instruction | Demonstrate and supervise students' use and care of equipment and materials, check for hazards per site and equipment procedures, and maintain classroom and practicum order. | Equipment and material lists and inspection reminders can be assisted, while on-site patrol and safety judgments still require a person. | Check the on-site conditions per the position's division of labor; hazardous facilities are taken out of service under the school safety measures, and restoration is confirmed by the corresponding responsible person per procedures, not decided automatically by an AI score. |
| Records and assessment | Maintain student enrollment and grade and attendance records, and prepare and grade tests and homework with grading evidence. | Grade statistics and logs and communication text drafting can be compiled automatically, while assessment conclusions still require human confirmation. | Check whether records match the original assignments and classroom performance, and be accountable for record completeness and reporting compliance. |
| Individualized support | Prepare and implement remedial programs for students requiring extra help, and provide assistive devices and supportive technology assistance for students with disabilities. | Individualized material organization and progress records can be assisted, while support plan judgments still require a person. | Judge whether an individualized support plan is appropriate, and be accountable for referral and follow-up decisions. |
| Communication and compliance reporting | Communicate student progress and problems with parents or guardians and colleagues and administrators, and handle abnormalities and conflicts per procedures. | Communication texts can be assisted; a person verifies the real situation, privacy, and the statutory immediate report, and the report must not be delayed by waiting for an AI draft or internal approval. | Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. |
| Review and curriculum management | Review curriculum and practicum and assessment records and check whether safety procedures and record requirements are in place. | Checklists and expiry reminders can be assisted, while corrective action and decisions to suspend use still require a person. | Judge whether the curriculum plan and teaching standards are being implemented properly, and be accountable for review conclusions and corrective action. |
| Mentoring and curriculum collaboration | Collaborate with other teachers and administrators to develop and evaluate curriculum programs, and mentor new teachers in classroom management and practicum safety requirements. | Teaching group material organization and training records can be assisted, while mentoring effectiveness still requires human assessment. | Assess the effect of mentoring and teaching group work and consistency in standards execution, and be accountable for record standards. |
The five evidence cards respectively support the occupational duties, task scope, hiring technology mentions, wage distribution, and education AI policy recommendations; the last is a U.S. Department of Education 2023 report, not task exposure research or a job replacement rate, and industry materials are listed separately.
The table below compares the differences among three work directions in terms of automation impact: which steps can be assisted and which judgments and responsibilities remain with people.
AI primarily changesDrafts of lesson plans and exercises and handouts, retrieval and organization of learning materials, and drafting of notice texts can be generated by the system.
Human responsibility remainsJudge whether course objectives are met and whether learning evidence holds, and be accountable for teaching and assessment conclusions.
AI primarily changesEquipment and material list organization and practicum records and inspection reminders can be carried by the system.
Human responsibility remainsArticle 18 of China's school safety measures provides for taking hazardous facilities out of service, repairing, and protecting them; teachers report and protect students per their duties, and restoration conditions follow the actual school procedures, with no authority obtained automatically from AI output.
AI primarily changesGrade statistics, attendance and homework logs, and communication records can be compiled automatically.
Human responsibility remainsCheck whether records match the original assignments and classroom performance, and be accountable for record completeness and reporting compliance.
When automated tools enter steps such as lesson preparation, grading, logs, and communication drafting, the human control points should be fixed in the following five steps; if any step is missing, the scope of use should not be expanded.
First check the position qualifications and course duties, the school safety plan, and the data handling rules; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Give the tool only the reviewable drafts of lesson plans and handouts and exercises, material retrieval and organization, drafts of tests and grade statistics, drafting of notices, and log organization.
Go back item by item over students' original assignments and classroom and practicum performance and equipment status to judge whether automatic results match the actual situation; when they differ, the original material governs and the check is repeated.
Keep course objectives and lesson plans, classroom and practicum records, assessment and grading evidence, and enrollment and attendance and communication records and reporting records so the process is traceable.
Teaching assessment is checked against the real course requirements and the division of labor; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Treating an automatically generated learning profile or grading result directly as a conclusion about a student's ability masks real differences and affects student rights (39% have extremely high responsibility for the health and safety of others, and 36% consider the impact of decisions on colleagues or organizational results very important).
Control: Use original assignments and classroom and practicum performance to review automatic results, and when there is a discrepancy, verify the facts first and then update the records.
Student grades, attendance, and family information need a lawful purpose, necessary scope, and permission protection; Article 28 of the Personal Information Protection Law makes clear that the personal information of minors under 14 is sensitive personal information, while other materials are classified by content and risk, and not all student records are uniformly treated as legally sensitive information.
Control: Editorially use student information within the lawful and necessary scope and school authority, and do not bypass privacy law just because a tool has school permission; do not input identifiable student information into external tools without the necessary verification.
Inconsistent assessment standards or grade handling directly harms student rights and the credibility of teaching.
Control: Grade according to the published grading standards and evidence, retain the grading evidence and review records, and note the reason and time for any change.
Improper handling of practicum equipment and site hazards causes personal injury (33% are exposed daily to distracting or uncomfortable noise; 38% stand about half the time; 51% consider coordinating or leading others extremely important).
Control: Articles 18/22 of China's safety measures support taking hazardous facilities out of service and repairing and protecting them and laboratory procedures; teachers protect students and report promptly per the school plan and do not restore nonconforming equipment themselves.
Handling student protection matters beyond authority or delaying a report harms rights and causes compliance consequences.
Control: Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. Record observations and measures truthfully, and avoid disclosing to unrelated persons or promising investigation results.
First complete one closed loop with self-made materials: write course objectives, lesson plans for two class periods, a practicum safety plan, and an assessment plan (with grading dimensions and evidence) for one career course unit, mark three possible classroom or practicum risks and two abort and escalation conditions, and then ask a peer to play the role of a teaching group cross-examining you; also check the teacher credential and stage and subject scope the target position requires, the practicum site and equipment conditions, and the workload arrangements.
Use tools for reviewable steps such as drafts of lesson plans and exercises and handouts, retrieval and organization of learning materials, drafts of tests and grade statistics, drafting of notices and communication texts, and organizing attendance and homework logs; course objectives and teaching judgments, confirmation of learning evidence, assessment and promotion recommendations, practicum on-site safety judgments, and reports on student protection matters must still be checked and documented by a credentialed teacher per school systems.
Before introducing automatic question generation, automatic grading, learning analytics, or classroom monitoring tools, first clarify whether they comply with record and privacy rules, whether reviewable grading evidence is retained, who confirms algorithm results, and who is accountable for assessment conclusions, and ensure there is substantive teacher review and documentation before student data is used for any decision.
Focus training on translating curriculum standards into lesson design, classroom management and differentiated instruction, assessment design and learning evidence analysis, practicum safety and equipment operation instruction, and communication and conflict handling with parents and colleagues; also train the habit of being cautious about automatically generated content and automatic grading results and re-confirming by reviewing the original assignments and classroom performance.
No net AI replacement rate for this occupation was obtained. The Department of Education 2023 report proposes a policy direction of retaining teacher control; this cannot prove that there will not be overall replacement in the future or that the position will disappear in a given year.
Source: O*NET occupation summary / detailed informationOriginal source ↗
Editorial learning suggestion: first check curriculum standards and lesson planning, classroom management and differentiated instruction, assessment and learning evidence, practicum safety and equipment instruction, and home-school communication fundamentals. Software or programming requirements are checked against the specific subject, course, and position; this round has no evidence of a uniform programming threshold.
Source: O*NET technology list / detailed informationOriginal source ↗
Drafts of lesson plans and handouts and exercises, retrieval and organization of learning materials, drafts of tests and grade statistics, drafting of notices and communication texts, and organizing attendance and homework logs; these steps can be reviewed and traced.
Source: O*NET detailed information / method note for this pageOriginal source ↗
U.S. 25-2032 secondary school career and technical education teachers: employment 110,500 in 2025 and 110,100 projected in 2035; the 2025—2035 change rate is 0% (rounded, Little or no change), a net change of about -400, and 6,400 average annual openings (growth and replacement demand, not net new additions). This occupation is not marked Bright Outlook, and a group projection is not a school hiring guarantee.
Source: O*NET occupation summary (employment and outlook fields)Original source ↗
The Department of Education 2023 report recommends that teachers retain control over significant instructional decisions; AI applications may involve feedback, adaptive learning, and assessment, not only text drafts. When using them, check fairness, privacy, the specific education system, and responsibility, and the system does not automatically obtain a teaching credential.
Source: Method note for this page / teacher credentials and school systemsOriginal source ↗
No official source gives such a year. Task exposure, degree of process automation, and employment numbers are different concepts, and this page makes no forecast of a job disappearance year.
Source: Method note for this pageOriginal source ↗
Learn the basics and standards first: translating curriculum standards and lesson design, classroom management and differentiated instruction, assessment design and learning evidence analysis, practicum safety and equipment operation instruction, and communication and conflict handling with parents and colleagues; put tool skills after teaching criteria and safety requirements, and expand duties step by step per teacher credentials and school systems.
Source: O*NET training and education information / custom occupation profileOriginal source ↗
The internal direction differences in this occupation mainly appear in the course type and setting: the career and technical course teaching direction focuses on classroom lecture and demonstration and homework assessment; the practicum and laboratory safety direction focuses on equipment and material operation instruction and site safety; the student guidance and further education and employment counseling direction focuses on individualized support and referrals and home-school communication; the curriculum and program design direction focuses on translating curriculum standards and curriculum plans and program development; the school-enterprise cooperation and work experience program direction focuses on enterprise liaison and internship arrangements and the division of safety responsibility; when choosing a direction, check the teacher credential and the stage and subject scope taught, the practicum site and equipment conditions, class size and teaching hours and workload arrangements, and student record and reporting requirements, rather than looking only at the job title.
Insufficient evidence: no verifiable region-level occupation monthly salary data was obtained, and this page does not show regional rankings.
Insufficient evidence: no official or verifiable source supports monthly salary ranges for this occupation in other regions.
The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary. This round did not obtain a distribution for exact CTE teachers, and "not obtained" cannot be used to assert that no statistics will ever be published.
| Education, experience, and qualification background | Position direction | Notes and checking suggestions |
|---|---|---|
| Editorial learning route: check the education and conditions for the target teacher category | Teaching assistant or internship positions (mainly on-the-job mentoring and teaching internship) | Editorially, teaching assistants and interns learn per the mentoring division of labor, and simulated output is not a statutory qualification; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. |
| Editorial course teacher: certified for the target qualification category and employed | Career course teaching positions at secondary vocational schools, technical schools, or general senior secondary schools | Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. |
| Master's degree (related major) or industry practice and teaching and research experience | Teaching group leader or course lead or practicum supervision lead positions | Editorially, the teaching group lead requires checking the actual appointment and teaching and management ability, and a master's degree does not automatically mean promotion; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. |
| With many years of teaching experience and the corresponding professional title and teaching and research outcomes | Teaching management or teaching research institution or teacher training positions | Management positions involve curriculum and instruction coordination, teacher training, and teaching quality supervision; teacher credentials and employment and curriculum approval remain with the school and the competent authority. |
When comparing school opportunities, check the teaching hours, employment form, duties, and contract pay; industry data are not an individual quote.
The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary.
Public sector positions such as education administration and teaching research institutions may fall into this category; this page does not treat that category's average as this occupation's wage.
The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary.
Automatic lesson preparation and automatic grading tools change the lesson preparation and statistics steps but do not change China's statistical scope for this occupation: the occupation-level statistical gap is unrelated to the tools.
| 50th percentile | $66,270/year (median) | Not individual take-home income | The median is an annual wage of 66,270 USD; it describes the midpoint of the whole distribution and does not represent an individual's take-home income. |
|---|
| 90th percentile | $101,340/year (90th percentile) | This occupation page's scope, not individual paid wages | P90 is 101,340 USD/year, not the highest wage, a general level, or a return on an individual's years of teaching. |
|---|
Pay · 10th percentile：$50,040/year (10th percentile)；P10 is a percentile boundary, not the minimum of the distribution, the starting pay for all newcomers, or take-home income.
Pay · 25th percentile：$60,590/year (25th percentile)；The 25th percentile on the same basis, still in the lower part of the distribution.；Wage percentiles from BLS 2025 shown by O*NET
Pay · median：$66,270/year (median)；The median does not equal an entry-level wage, nor does obtaining a teaching credential mean one will reach that level, and the occupation page does not publish a median hourly wage either.；Wage percentiles from BLS 2025 shown by O*NET
Pay · 75th percentile：$80,060/year (75th percentile)；The 75th percentile on the same basis.；Wage percentiles from BLS 2025 shown by O*NET
Pay · 90th percentile：$101,340/year (90th percentile)；P90 is a higher position in the distribution； this wage table does not establish the causal contribution of stage, years of teaching, or management duties to that percentile.
The median is the midpoint of the distribution, and P10/P25 is not a newcomer's starting pay either. A percentile by itself does not identify the income causality of years of teaching, subject, or responsibility.
Only annual wages are provided; individual income is not inferred from a fixed number of hours or months, and the specific academic-year pay, summer period, and allowances and subsidies are checked against the contract.
This occupation's 2025 annual wages and 2025—2035 projection are shown by O*NET; the OOH parent three-stage median of 65150 USD and the four industry medians are not equivalent to 25-2032.
Editorially check the pay schedule, contract, teaching hours, holidays, and additional duties position by position; this round has no reliable estimate of the occupational pay effect of each factor.
| Industry | Parent occupation industry median annual wage (not secondary school 25-2032) | How to understand this value |
|---|---|---|
| Private junior colleges, colleges, universities, and professional schools | 67,200 USD/year | The 2025 parent CTE three-stage industry median, not the secondary school 25-2032 industry value |
| State and local junior colleges, colleges, universities, and professional schools | 66,760 USD/year | The 2025 parent CTE three-stage industry median, not the secondary school 25-2032 industry value |
| Local elementary and secondary schools | 66,020 USD/year | The 2025 parent CTE three-stage industry median, not this occupation's national median of 66,270 |
| Private technical and trade schools | 60,380 USD/year | The 2025 parent CTE three-stage industry median; Chinese or individual wages cannot be inferred |
The O*NET entry-level education survey shows 40% bachelor's, 23% master's, and 13% associate, which is not the incumbent education composition; Job Zone4 is a cross-occupation preparation zone, and the 1 Agriculture Education Instructor apprenticeship example does not prove current enrollment or a requirement for everyone. The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or required across all occupations. Education is not a wage rate of return.
Editorially compare the employer wage schedule, teaching hours, and employment conditions; the 99% educational services figure cannot explain income causality. The parent occupation industry values below are background only.
Editorially check additional duties, the pay schedule, and the written contract; this round obtained no wage premium data for class adviser duties, shortage subjects, or management responsibility.
The employment base for this occupation； educational services 99% / other 1% are different industry classification proportions and cannot be used to infer wages.
This change label is the projection scope on this occupation page, and the occupation page is not marked Bright Outlook.；O*NET occupation summary
The average annual job openings over the projection period on this occupation page, made up of growth and replacement demand, not net new additions, and not a guarantee of individual employment: even when total employment declines, departures and retirements still create openings.；O*NET occupation summary
Which Holland type is better suited to secondary school career and technical education teachers?
O*NET interest SCA: S100/C49/A41/I40/R31/E25; the specific interests of teaching 99, social service 72, professional counseling 69, and public speaking 60 are separate dimensions, not S sub-scores or a personal competence threshold.
Do not use it this way: Note: if your interest test results match the occupation's interest code, that only means the direction is close; it does not mean you already have a teaching credential, classroom management ability, or practicum safety instruction ability.
Test my Holland occupational interestsWhich Big Five traits are more relevant to this job?
The Big Five traits more relevant to the work style are conscientiousness (preparing lessons to curriculum standards and recording student performance and attendance completely), emotional stability (staying steady under classroom conflict and parent questions and workload pressure), and agreeableness (maintaining patience and cooperation with students and colleagues). These associations come from general research conclusions and are weaker than actual performance.
Do not use it this way: Note: treating personality scores as a competence conclusion is a common misuse; this page provides no score thresholds or list of personality types.
View my Big Five personality traitsWhich MBTI type is best suited to secondary school career and technical education teachers?
The occupation materials this round provide no predictive validity of MBTI for competence, hiring, or teaching credential judgments in this occupation; this page only uses preferences to raise checking questions and does not judge appointment by type.
Do not use it this way: Note: this page lists no "best fit" type and does not endorse using one to screen candidates.
Learn about my MBTI preferencesWhich Enneagram type is better suited to secondary school career and technical education teachers?
This round obtained no research on the Enneagram for competence or qualification judgments in this occupation; this page does not decide long-term educational training and credential investment based on type.
Do not use it this way: Note: this page provides no mapping between types and positions.
Explore my Enneagram patternIf your IQ or math is not good, can you still be a secondary school career and technical education teacher?
The key assessment for this occupation is lecturing, guiding, and judgment: the O*NET work activities center on teaching and instructing others (94), organizing, planning, and prioritizing work (88), thinking creatively (88), coaching and developing others (87), getting information and making decisions and solving problems (86 each), communicating with supervisors and peers and subordinates and updating and using relevant knowledge (85 each), and establishing and maintaining interpersonal relationships (84); the basic skills center on active listening and learning strategies and reading comprehension and speaking (78 each) and critical thinking and monitoring and writing (75 each), with mathematics 50 and science 19; the transferable skills center on instructing others (88), social perceptiveness (75), and coordination (72). Avoiding curriculum standards and record requirements directly amplifies rights and compliance risk.
Does being a secondary school career and technical education teacher require high emotional intelligence?
Editorially observe communication, self-control, and asking for help under classroom conflict, parent questions, and workload pressure; this round obtained no EI validity or score threshold for this occupation.
Do not use it this way: Note: this page provides no emotional ability threshold and does not equate a high score with competence.
Understand my emotional intelligence abilityFits better when: Willing to design training and feedback for working adults.
Watch for: Editorially add adult learning, organizational needs, and training effectiveness evaluation; teaching experience only partially transfers.
Explore related career: Training and Development SpecialistsFits better when: Willing to do individual academic and career counseling.
Watch for: Editorially add counseling and referral training and the target position qualifications; CTE teaching does not automatically obtain counseling qualifications.
Explore related career: Educational, Guidance, and Career Counselors and AdvisorsFits better when: Willing to study a business discipline and teach higher education students.
Watch for: Editorially add a business professional degree and academic/teaching requirements, checked against the specific institution.
Explore related career: Business Teachers, PostsecondaryFits better when: Willing to go deeper into computer science and higher education teaching.
Watch for: Editorially add disciplinary expertise and research ability; knowing office software does not imply a higher education appointment.
Explore related career: Computer Science Teachers, PostsecondaryFits better when: Willing to study the discipline and teach in higher education.
Watch for: Editorially add professional courses, a degree, and the specific institution's requirements; general CTE safety experience is insufficient.
Explore related career: Family and Consumer Sciences Teachers, PostsecondaryFits better when: Willing to coordinate curriculum, assessment, and teacher training.
Watch for: Editorially add curriculum evaluation and organizational coordination ability and the target appointment conditions.
Explore related career: Instructional CoordinatorsRather than a certain personality, it is a certain way of working: write the course objectives clearly, prepare the lesson plans fully, hold the classroom order, watch the practicum safety, keep all the assessment evidence, complete the student records, and report abnormalities per procedures. The O*NET work activities emphasize teaching and instructing others, organizing and planning and prioritizing work, coaching and developing others, and establishing and maintaining interpersonal relationships.
In the U.S. context survey, 82% are in continuous contact, 73% make a public speech every day, 67% have face-to-face discussions every day, 80% work more than 40 hours per week, 51% deal with unpleasant people weekly but not daily, and 43% have a lot of freedom over task priorities. Editorial observation suggestion: check classroom expression, records, and acceptance of feedback; this round obtained no comparative validity with extraversion.
An extraversion preference does not determine competence; the O*NET80% working more than 40 hours per week and 73% making a daily public speech describe U.S. respondent contexts, so judge by actual teaching and record performance, without setting a personality threshold.
This round obtained no research supporting a particular MBTI type as best for this occupation; this page provides no type list and does not predict teaching credential or hiring outcomes from preference labels.
O*NET interest SCA: S100/C49/A41/I40/R31/E25; the specific interests of teaching 99, social service 72, professional counseling 69, and public speaking 60 are separate dimensions, not S sub-scores or a personal competence threshold.
This round obtained no predictive validity of personality or interest tools for competence in this occupation; check against lesson plans and classroom records, grading evidence, student records and reporting, and actual teaching performance, and do not decide appointment by scores.
Situations where long-term investment is not recommended: you cannot adapt to long periods of lecturing and continuous interpersonal interaction (82% in continuous contact with others, 73% making a public speech every day, 80% working more than 40 hours per week, 51% dealing with unpleasant, angry, or discourteous people more than once a week), or you are unwilling to record and report truthfully per the system and to emphasize safety procedures repeatedly during practicum; you can decide after one complete simulated unit teaching and assessment design exercise first. The basic skills for this occupation have mathematics importance 50 and science 19, but the numerical and measurement content of professional courses still requires basic calculation and judgment ability.
Editorially observe clear communication, self-control, and lawful reporting under pressure; this round has no EI score basis for appointment.
No research was obtained this round on the Enneagram for hiring, competence, or return on investment in this occupation; this page does not decide educational training and credential investment based on type.
Lesson plans, grading evidence, safety plans, and simulated records support supervised learning and feedback; completion or teacher comments cannot prove basic competence, statutory qualifications, or real student handling authority.
Roles most affected：Teaching staff and practicum instructors
Possible consequence：The practicum site has many students using equipment and tools at the same time, and insufficient supervision causes personal injury or equipment damage (39% have extremely high responsibility for the health and safety of others, and 36% consider the impact of decisions on colleagues or organizational results very important).
How to reduce risk：Article 18 of China's safety measures requires schools to take hazardous facilities out of service and repair or replace them promptly and provide necessary protection or warnings. Teachers protect students and report promptly per the division of labor; injuries are rescued promptly, and rescue is not delayed by recording or isolation steps.
Evidence：O*NET-SOC 25-2032.00 detailed information (tasks and work activities) · Measures for the Safety Management of Primary and Secondary Schools and Kindergartens
Typical scenario：Discussing individual student cases in non-work settings, or storing and transmitting student lists and grades on personal devices.
Roles most affected：Teaching staff and school records management positions
Possible consequence：Student grades, attendance, and family information need a lawful purpose, necessary scope, and permission protection; Article 28 of the Personal Information Protection Law makes clear that the personal information of minors under 14 is sensitive personal information, while other materials are classified by content and risk, and not all student records are uniformly treated as legally sensitive information.
How to reduce risk：Maintain student information for a lawful and necessary purpose and within authority; editorially avoid inputting identifiable information into unverified external tools, and do not treat school consent as satisfying all legal conditions.
Evidence：Personal Information Protection Law of the People's Republic of China
Typical scenario：Giving inconsistent evaluations of the same performance, or adjusting a grade without any record.
Roles most affected：Teaching staff and teaching group management positions
Possible consequence：Inconsistent assessment standards or grading by impression directly harms student rights and the credibility of teaching.
How to reduce risk：Editorially retain evidence per the published course grading standards, check the reason for any grade change, and accept review; this round obtained no specific school system and does not pretend to be a general statutory grade change process.
Evidence：Personal Information Protection Law of the People's Republic of China · O*NET-SOC 25-2032.00 detailed information (tasks and work activities)
Typical scenario：Continuing to teach with equipment missing guards, or storing and handling hazardous materials against the rules.
Roles most affected：Teaching staff and practicum site management positions
Possible consequence：Aging equipment, missing guards, or improper material storage cause injuries and fires and similar accidents.
How to reduce risk：Articles 18/22/27 of the safety measures support taking facilities with hazards out of service and protecting them, laboratory safety systems, and files; alternative teaching also requires checking safety and course conditions, and hazardous equipment is not restored on one's own authority.
Evidence：Measures for the Safety Management of Primary and Secondary Schools and Kindergartens
Typical scenario：Not reporting to protect reputation or out of fear of misjudging, or first promising parents privately how it will be handled.
Roles most affected：Teaching staff and school student protection positions
Possible consequence：Investigating beyond authority or delaying a report when a student is suspected of being harmed or at risk harms rights and causes compliance consequences.
How to reduce risk：Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. Record observations and measures, and avoid unrelated disclosure or promising investigation results.
Evidence：Law of the People's Republic of China on the Protection of Minors · Measures for the Safety Management of Primary and Secondary Schools and Kindergartens
Typical scenario：Continuing outdated courseware and equipment operating methods, or substituting personal experience for current curriculum standards.
Roles most affected：Teaching staff and teaching group and training positions
Possible consequence：Curriculum standards, technical means, and industry requirements are continuously updated, and if teaching group work and training do not keep pace it causes teaching deviations and competence depreciation.
How to reduce risk：The O*NET tasks include updating knowledge and attending training; editorially, when introducing courses or equipment, check the training and safety per the actual school requirements, without claiming that all programs legally require a trial run.
Evidence：O*NET-SOC 25-2032.00 detailed information (tasks and work activities)
The following is an editorial learning and development comparison, accumulating teaching evidence by target course, qualification, and actual employment; it is not a uniform promotion path for all teachers or a requirement to start as a teaching assistant.
Qualification boundary: education and educational training, teacher credential or license, school employment and position authorization, the stage and subject scope taught, curriculum and practicum program approval, and authority to handle student protection matters are different statuses, and none can be automatically inferred from another.
| Entry-level positions | What you mainly do in the early stage | Editorial position checking suggestion (no real posting sample obtained) | How to prove it without experience | How it differs from other directions |
|---|---|---|---|---|
| Teaching assistant or teaching internship positions (mainly mentored) | Under mentoring, complete class observation, lesson preparation assistance, homework grading, and student question answering, and learn curriculum standards and record requirements. | Editorial checking suggestion: related major education, education internship experience, communication ability, and recording habits. | Submit practice material containing lesson plans and classroom observation records and grading notes. | Mentored learning, with grade signing per the actual division of labor; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. |
| Course teaching positions (authorized by stage and subject) | Independently complete lesson preparation, teaching, assessment, and records to curriculum standards, manage classroom order, and take part in teaching and research work. | Editorial checking suggestion: teaching credential and the stage and subject scope taught, classroom teaching quality, and record completeness. | Submit a sample containing the unit lesson plan and assessment plan and grading evidence. | The stages and subjects one may teach are determined by the teaching credential and school authorization and are not automatically expanded by education. |
| Practicum instruction or class adviser positions | Take on practicum site safety and equipment instruction or day-to-day class management and individual student follow-up. | Editorial checking suggestion: related industry practice experience, safety management experience, and home-school communication ability. | Submit a plan sample containing the practicum safety plan and exception handling and reporting path. | A practicum project must have the site and equipment and safety conditions and be approved by the school, and must not be carried out when the conditions are not met. |
| Course lead or teaching group leader positions | Coordinate curriculum standard translation and curriculum plans and teaching standards and teacher training and quality supervision. | Editorial checking suggestion: teaching experience, curriculum design ability, and teaching and research outcomes and teamwork. | Submit a write-up containing the curriculum plan and teaching standards and training arrangements. | Curriculum approval and program launch remain with the school and the competent authority, and teaching group duties do not include personnel and handling authority. |
| Transferring in from adjacent directions (training and development, educational guidance and career counseling, higher education subject teachers, instructional coordination) | Map prior experience onto curriculum standards and student assessment and safety and record requirements, and fill in classroom management ability. | Editorial checking suggestion: transferable teaching and communication and content design experience. | Submit a write-up that translates existing work experience into teaching and assessment language. | Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. Transfer ability and qualifications and school employment are checked separately. |
The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or required across all occupations.
Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses.
Student grades, attendance, and family information need a lawful purpose, necessary scope, and permission protection; Article 28 of the Personal Information Protection Law makes clear that the personal information of minors under 14 is sensitive personal information, while other materials are classified by content and risk, and not all student records are uniformly treated as legally sensitive information.
Tools: lesson plan and assessment templates, blank record forms, and checklists; no real student record system or grade system is connected.
Boundary note: practice must not be used for real teaching assessment, grade determination, handling of student protection matters, or safety conclusions.
Schedule: one 40-minute course objective and lesson plan design session + one 50-minute simulated classroom and practicum safety drill + one 30-minute assessment and record and reporting path design session.
Complete a practicum safety plan, marking three possible hazard sources and the corresponding protection and stop conditions.
Complete a simulated student performance and assessment evidence record and an abnormality and reporting path record.
Give two teaching strategies for the same teaching difficulty and compare their applicable conditions.
Records follow the principle of "student performance evidence + grading standard + disposition" and do not use vague descriptions.
Note the source and data date for each item; leave unverifiable items blank and mark them as insufficient evidence, without filling them in with guesswork.
List "education and educational training", "teacher credential or license", "school employment and position authorization", "the stage and subject scope taught", "curriculum and practicum program approval", and "authority to handle student protection matters" separately to avoid conflating them.
Keep the review comments together with the reasons for changes as evidence of whether you can accept teaching group and instructional improvement input.
Write the improvement items as a trackable checklist and note the verification method (observing another class or running another simulated lesson).
| Stage | What may be assessed | Observable evidence | Usage boundary |
|---|---|---|---|
| Before applying | Check the job duties (classroom teaching, practicum and equipment safety, student guidance and further education and employment, curriculum design, or teaching group management), the required teaching credential and stage and subject scope, the practicum site and equipment conditions and the division of safety responsibility, and class size and teaching hours and workload arrangements. | A sample material describing your educational training and teaching internship and the scope you may teach; you can explain clearly how to ensure assessment and records are reviewable. | Do not treat personal industry experience or apprentice mentoring experience as proof of classroom management ability; a sample is only a reference for ability. |
| During the interview |
Output: a one-page comparison table of tasks and authorization boundaries, noting the source of each item.
Output: a curriculum standard and teaching requirement checklist.
Output: a lesson plan containing course objectives and classroom activities.
Output: a practicum safety plan.
Output: an assessment plan and record sample.
| Qualification / status | Who it mainly suits | Real-world effect in job seeking | Whether it is a general entry threshold | Examination / registration conditions | Investment level | Important limits |
|---|---|---|---|---|---|---|
| Education (checked separately by country and teacher category) | Job seekers who want to enter this occupation | Affects obtaining the teaching credential and the hiring threshold, but does not determine the stage and subjects one may teach. | The O*NET entry-level education survey shows 40% bachelor's, 23% master's, and 13% associate, which is not the incumbent education composition; Job Zone4 is a cross-occupation preparation zone, and the 1 Agriculture Education Instructor apprenticeship example does not prove current enrollment or a requirement for everyone. The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or required across all occupations. |
Typical scope：Accountable for lesson preparation quality and record standards.
Readiness evidence：Complete lesson plans and classroom observation records and grading practice, with no teaching discipline problems.
Credential boundary：Editorially check the corresponding education, internship, and certification conditions for the target teacher category, and do not apply "bachelor's degree or equivalent education" across the board. Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses.
Next moves：Under mentoring, complete class observation, lesson preparation assistance, homework grading, and student question answering.
Typical scope：Accountable for classroom teaching quality and assessment fairness.
Readiness evidence：Reviewed lesson plans and assessment plans and grading evidence and student records.
Credential boundary：Check the qualifications and employment against the target jurisdiction, school, and actual course; Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses.
Next moves：Independently complete lesson preparation, teaching, assessment, and records and manage classroom order, and take part in teaching and research work and open classes.
Typical scope：Accountable for the operation of the curriculum system and teaching quality.
Readiness evidence：Curriculum plans and teaching standards and training records and teaching and research outcomes.
Credential boundary：Has many years of teaching experience and teaching and research outcomes and mentoring ability.
Next moves：Take on course lead or teaching group leader duties and coordinate curriculum standard translation and teaching standards and teacher training.
Typical scope：Editorially, the curriculum management duties are confirmed by the actual division of labor and do not equal approval of all courses or primary responsibility for school safety.
Readiness evidence：Quality documents and audit records and training and development records.
Credential boundary：Has experience in curriculum and teaching quality evaluation and team management.
Next moves：Responsible for teaching quality supervision and curriculum development and teacher development and practicum safety management.
Typical scope：Accountable for one's own operating standards and protection requirements.
Readiness evidence：Equipment operation and material management practice and safety training records.
Credential boundary：For the editorial practicum direction, check the target teacher category, professional training, and safety competence; secondary vocational practicum supervision in China has separate education and technical conditions. Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses.
Next moves：Under mentoring, learn equipment and tool operation and material management and student practicum coaching.
Typical scope：Accountable for practicum site safety and teaching quality.
Readiness evidence：Practicum teaching records and equipment inspection and maintenance and exception handling records.
Obtain the teaching credential and practicum supervision authorization and have hands-on ability in the professional field taught.
Typical scope：Accountable for student communication record standards and privacy protection.
Readiness evidence：Communication and follow-up record practice materials.
Credential boundary：For the editorial student guidance route, add adolescent communication and referral training and check the actual position conditions; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Next moves：Under mentoring, take part in individual student follow-up and home-school communication and activity organization assistance.
Typical scope：Accountable for student follow-up quality and record compliance.
Readiness evidence：Individualized support and referral records and home-school communication records.
Credential boundary：Obtain the teaching credential and take on class adviser or student guidance duties.
Next moves：Carry out student follow-up, home-school communication, and referrals per the actual duties; Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Can complete lesson preparation and class observation and grading assistance under mentoring and supervision, and identify teaching scope and student safety issues that need to be raised.
Can independently complete lesson preparation, teaching, assessment, and records for this subject or course to curriculum standards, and manage classroom order.
Can take on practicum instruction or class adviser or course lead duties, handle classroom conflict and individual student needs, and mentor new teachers.
The editorial teaching group or safety management role takes on duties per the school division of labor and appointment; the principal responsibility system under Article 16 of the school safety measures does not automatically change with teacher promotion.
U.S. 25-2032 secondary CTE wage: 2025 median annual wage 66,270 USD, with P10—P90 from 50,040 to 101,340, annual wages only. U.S. 25-2032 secondary school career and technical education teachers: employment 110,500 in 2025 and 110,100 projected in 2035; the 2025—2035 change rate is 0% (rounded, Little or no change), a net change of about -400, and 6,400 average annual openings (growth and replacement demand, not net new additions). O*NET industry education 99% / other 1%. The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary. This round obtained no exact Chinese occupation wage. · Employment change (6,400 average annual openings)
Change 0% (rounded; little or no change, 2025—2035), a net employment decrease of about 400.
Employment change rate (about 6,400 average annual job openings)
2025—2035
Does not establish：The 25-2032 projection shows little or no change; the 0% is rounded, and Bright Outlook is not marked.
0% (rounded, 2025—2035, net about -400) · exact
Median annual wage 66,270 USD; 10th to 90th annual wage percentiles 50,040 to 101,340 USD; the page does not publish an hourly wage
The median and percentiles are not starting pay; the specific state credential, school contract, and course requirements are checked separately.
The BLS 2025 OEWS data shown by O*NET; the occupation page is not marked Bright Outlook and classifies it as Job Zone Four (SVP 7.0 to below 8.0), and the page does not publish an hourly wage distribution.
Does not establish：The median is not an entry-level wage and does not constitute an individual job offer; percentile figures cannot be treated as a starting-pay promise; this occupation usually requires a teaching credential and school employment, and obtaining the credential does not guarantee that level of income.
Mainland China · Education industry broad-scope reference
Industry reference (not the exact occupation)
The exact Chinese occupation wage gap and the education industry background are listed side by side and do not fill in for each other.
The National Bureau of Statistics publishes average wages of urban unit employees by industry category and unit type; the available national table combines education industry personnel and does not list this occupation separately.
Does not establish：The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Curriculum design and interpersonal communication and teaching delivery experience transfer.
Build next：In-service training design and training effectiveness evaluation and adult learning characteristics must be added.
View career profileTransfers：Student communication and individual follow-up and home-school collaboration experience transfer.
Build next：Individual counseling and further education and career planning and referral process ability must be added.
View career profileTransfers：Curriculum standard understanding and teaching group collaboration and classroom observation experience transfer.
Build next：Curriculum coordination and teacher training and teaching quality evaluation ability must be added.
View career profileTransfers：Classroom management and student assessment and home-school communication experience transfer.
Build next：Subject teaching and assessment ability for general senior secondary and college entrance examination or further education oriented courses must be added.
View career profileTransfers：Curriculum design and student communication and technical course hands-on experience transfer.
Build next：Junior secondary student physical and psychological development characteristics and curriculum articulation and classroom management ability must be added.
View career profileTransfers：Individualized support and home-school communication and teamwork experience transfer.
Build next：Special education assessment and individualized education plans and assistive technology support ability must be added.
View career profileTransfers：Subject content knowledge and explanation and learning feedback experience transfer.
Build next：One-to-one tutoring and study method guidance and learning diagnosis ability must be added.
View career profileTransfers：Subject content and instructional design experience transfer.
Build next：Disciplinary research ability at the higher education stage and the usually higher degree requirements must be added.
View career profileThe main risks are student injury from insufficient practicum supervision, privacy consequences from improper handling of student records and family information, unfair or inaccurate assessment and grade handling, practicum equipment and site hazards not being removed promptly, handling student protection matters beyond authority or delaying a report, and competence depreciation under curriculum standard and technical updates; control depends on pre-class equipment and site checks, continuous patrol and correction during student operation, maintaining and accessing student records per the system, grading to published standards with retained evidence, protecting the student first and reporting per procedures when harm is suspected, and continuous participation in teaching group work and training.
Fit signals are being able to adjust the approach for students with different foundations and maintain classroom order, being willing to patrol the practicum site continuously and correct unsafe behavior, and being able to report per procedures rather than handling it yourself when a student shows an abnormality; what matters is whether there are reviewable lesson plans and classroom records, assessment and grading evidence, student records, and actual teaching performance, not just an interest in a craft or industry experience.
Drafts of lesson plans and handouts and exercises, retrieval and organization of learning materials, drafts of tests and grade statistics, drafting of notices and communication texts, and organizing attendance and homework logs can be assisted; setting course objectives and teaching judgments, confirming learning evidence, assessment and promotion recommendations, practicum on-site safety judgments, and student protection reports are still checked and owned by a credentialed teacher per school systems.
Course objectives and teaching judgments, evaluation of student performance and behavior, assessment standards and grade determination and changes, promotion and referral recommendations, practicum on-site safety judgments and decisions to suspend use, the recording and time limits for student records and reporting, and checking the consistency of automatic grading results with the original assignments must all be completed and documented by an authorized person.
Education and educational training thresholds must be checked separately (O*NET classifies it as Job Zone Four, and the education survey shows 40% consider a bachelor's degree necessary, 23% a master's degree, and 13% an associate or other two-year degree), along with the teacher credential or license and the stage and subject scope taught, school employment and position authorization, and practicum program and site equipment approval requirements; in the United States a state teaching credential or corresponding license is usually required, while in mainland China the teacher credential for the corresponding stage and subject must be obtained under the teacher credential system, and the credential does not equal employment or practicum program approval authority.
The O*NET work context shows mainly a fixed in-school timetable and office hours: 82% in continuous contact with others, 73% making a public speech every day, 67% having face-to-face discussions every day, 80% working more than 40 hours per week, 55% indoors environmentally controlled every day, 51% dealing with unpleasant, angry, or discourteous people more than once a week, 38% standing about half the time, and 33% exposed daily to distracting or uncomfortable noise; lesson preparation, grading, and communication mostly happen outside teaching hours.
Mainly a fixed in-school timetable, with holidays relatively concentrated but lesson preparation, training, and communication mostly outside teaching hours; 80% work more than 40 hours per week, 64% face time pressure more than once a week, 59% make decisions every day, and 43% report a lot of freedom over tasks and priorities; the work style centers on lesson preparation, teaching, assessment and records, home-school communication, and teaching group collaboration.
This occupation is not marked Bright Outlook on the O*NET page; the occupation page shows about 103,400 in 2024, about 101,500 in 2034, a ten-year change of about -2% (Decline), and about 6,200 average annual job openings (even when the total declines, departures and retirements still create openings); among its O*NET related occupations, business teachers (postsecondary) (25-1011.00) and computer science teachers (postsecondary) (25-1021.00) are marked Bright Outlook and are different occupation identities. Transferring to adjacent directions (training and development specialists, educational guidance and career counselors, instructional coordinators, high school teachers, middle school teachers, special education teachers (high school), tutors and tutoring teachers, business teachers (postsecondary), etc.) requires building up the corresponding teacher credential, scope of teaching, and authorization evidence.
U.S. wages are the national scope from the O*NET and BLS 2025 OEWS data shown on this occupation page (median annual wage 66,270 USD, with 10th to 90th annual wage percentiles from 50,040 to 101,340 USD, and no hourly wage distribution published on the page); mainland China has no national occupation wage statistics listed separately for this occupation, and this route requires retaining the evidence boundary without filling it with U.S. numbers or an adjacent industry proxy, so this page publishes no occupation-level figures; the two scopes and periods differ and cannot be compared side by side or converted.
The O*NET technology list gives 12 software skill categories, and the Hot Technologies page lists 7 (Autodesk AutoCAD Civil 3D, Google Docs, Microsoft Excel, Microsoft Office software, Microsoft Outlook, Microsoft PowerPoint, Microsoft Word, none with proportions given); the core abilities are curriculum standard translation and lesson design, classroom management and differentiated instruction, assessment design and learning evidence analysis, practicum safety and equipment operation instruction, and communication with parents and colleagues.
Check the equipment and site and protective equipment before class per procedures and confirm the safety conditions one by one; patrol continuously while students operate and correct unsafe behavior immediately; when a hazard is found, stop using it first, isolate and record it, and then report; classroom order rules must be explained in advance and enforced consistently; when a student is suspected of being harmed or at risk, protect the student first and report to the designated position within the time limit per school systems.
82% in continuous contact with others, 73% making a public speech every day, 67% having face-to-face discussions every day, 90% using e-mail every day, 51% considering coordinating or leading others extremely important, and 48% working at moderate physical proximity to others; 55% indoors environmentally controlled every day and 38% standing about half the time; communication is needed with students, parents or guardians, other teachers, teaching groups and administrators, and enterprise counterparts, completing teaching and records to curriculum standards and school systems and keeping evidence.
FermatMind editorial check of this occupation's tasks, U.S. wages/projection, and Chinese qualification/safety and reporting obligations; editorial suggestions are labeled separately from statistics and law.
Retrieved 2026-10-09; U.S. wages 2025, projection 2025—2035, Lightcast2025 for the full year, training program graduate data are not incumbent education; NBS2025; Chinese sources cite specific legal provisions rather than a general home page; the 2023 AI report recommendation cannot serve as a current deployment or occupational replacement rate.
Actual sources this round: the nine O*NET25-2032 entries, the BLS career and technical education teacher OOH, the NBS 2025 education industry wages and total wage composition provisions, China's Teachers Law / credential regulations / implementation measures, the 2024 amendment to the Law on the Protection of Minors, the Personal Information Protection Law, the school safety measures, and the U.S. Department of Education 2023 report on AI in education.
Limitations：The task list describes the work of the occupation group and does not mean every position carries out all 34 tasks, and it does not constitute a teaching credential, scope of teaching, or curriculum and practicum program approval.
Limitations：U.S. occupation classification, which does not directly prove the position identity, teacher credential and employment, and practicum program approval arrangements in mainland China.
Limitations：The industry distribution describes statistical categories and is not used to derive wages or employment size by industry.
Limitations：The page lists 12 software skill categories and 7 Hot Technologies items and gives no posting proportions; mentioning a type of tool does not represent a proficiency threshold, nor that the school has deployed such tools or that the position has been replaced.
Limitations：The occupation page lists 1 apprenticeship direction (Agriculture Education Instructor); the education composition is an estimate by respondents and does not constitute a recommendation of any program or institution.
Limitations：The page lists 9 certifications (including National Board Certification - Career & Technical Education, Praxis Subject Assessment, Microsoft Certified Educator, and Certified in Family and Consumer Sciences); certifications are professional recognition and do not equal a teaching credential, the scope of teaching, or curriculum approval authority.
Limitations：The page gives the national median annual wage of 66,270 USD for this occupation, along with 10th, 25th, 75th, and 90th annual wage percentiles of 50,040, 60,590, 80,060, and 101,340 USD; the page does not publish an hourly wage distribution, and this page does not convert hourly wages from another scope; percentile figures are not a starting-pay promise.
Limitations：The occupation page is not marked Bright Outlook and classifies it as Job Zone Four (SVP 7.0 to below 8.0); the employment and projection are on the BLS 2024—2034 scope (about 103,400 in 2024, about 101,500 in 2034, a change of about -2%, and about 6,200 openings per year), and are occupation-group statistics, with net change and annual openings being different measures; among its O*NET related occupations, business teachers (postsecondary) (25-1011.00) and computer science teachers (postsecondary) (25-1021.00) are marked Bright Outlook and are different occupation identities.
Limitations：Aggregated by industry category and unit type, with this occupation not listed separately; the available national table combines education industry personnel, and this route requires retaining the evidence boundary without filling it with U.S. numbers or an adjacent industry proxy, so this page only registers the scope and coverage.
Limitations：The shared policy and information entry point is used only to identify the scope of requirements for teacher credentials and the stage and subject taught and certification; it does not replace item-by-item verification or constitute a qualification determination about any specific organization or individual.
Limitations：This classification publication summarizes by occupation classification and position category, and this round did not establish an occupation-level distribution corresponding one-to-one to Career/Technical Education Teachers, Secondary School (25-2032.00); this route does not display its figures and only registers the source and the mapping boundary.
Limitations：The task exposure index does not provide job-count forecasts for a single occupation, nor is it an adoption rate or unemployment rate.
Limitations：An editorial compilation record, used to explain the scope and gaps, not as a factual source.
Limitations：The internal scoring scale is used to break down technical assistance and human control points task by task and is an editorial scope; it is not an adoption rate, automation rate, or job replacement forecast.
Limitations：This page is an official wage lookup entry point; this page does not use it to infer personal take-home income or as a job offer; the page does not publish an hourly wage distribution, and the hourly position is registered on this page as a visible gap.
Limitations：The related occupation list is used to explain the identity boundary and adjacent directions (including related occupations marked Bright Outlook, which are different occupation identities) and does not mean the job titles or teaching credentials are interchangeable.
Limitations：The custom profile is used to explain the range of fields that can be selected from the official data; it does not set a personal competence threshold or constitute a teaching credential, scope of teaching, or curriculum approval authority.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Occupation group statistics or a directory, not an individual hire/license or an actual school deployment.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Used within the corresponding jurisdiction, occupation/document, and provision scope.
Limitations：Not an empirical forecast, a uniform hiring threshold, or a specific school's operating authorization.
U.S. 25-2032 secondary school career and technical education teachers: employment 110,500 in 2025 and 110,100 projected in 2035; the 2025—2035 change rate is 0% (rounded, Little or no change), a net change of about -400, and 6,400 average annual openings (growth and replacement demand, not net new additions). The National Bureau of Statistics 2025 education industry gives 133,539 yuan for urban non-private units and 63,908 yuan for private units, both pre-tax annual averages and multi-occupation industry references; they are not this occupation's average, median, starting pay, or monthly salary. Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. Gaps in AI and personality empirical effects, hiring/city monthly salaries, and specific school procedures are still retained.
Big Five (English) · MBTI (English) · Enneagram (Chinese) · IQ (Chinese)
| The objects are secondary stage students and classes and practicum groups, as well as curriculum standards and textbooks and lesson plans, practicum equipment and tools and materials and protective equipment, classrooms and laboratories and workshop sites, tests and homework and assessment standards, enrollment and grade and attendance and communication records, and individualized support and tutoring and job placement and extracurricular activity arrangements; the basis is the local teacher credential and scope of teaching rules, school and district policies and administrative regulations, curriculum standards and syllabi, practicum safety and equipment operation and site management rules, student record and privacy and mandatory reporting requirements, and the school's approval system for courses and activities. |
| Main objects and basis |
| Core process | Setting course objectives, preparing lesson plans and materials, lecturing and demonstrating, organizing practicum and patrolling for safety, assigning and grading homework and tests, assessing and recording student progress, communicating with parents and colleagues, and reporting abnormalities per procedures and completing records. | Core process |
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| Main outputs | Course objectives and lesson plans and teaching materials, classroom and practicum records, test and homework and assessment results and grading evidence, student performance and attendance and enrollment records, practicum equipment and site inspection and maintenance records, communication records with students and parents or guardians, individualized support and tutoring and job placement and referral records, and abnormality and reporting records. | Main outputs |
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| Accountable party | Teachers are responsible for teaching, assessment, and on-site instruction per the division of labor, and schools implement the principal responsibility system under Article 16 of the safety measures; the statutory reporting duty for student protection is borne directly by the relevant staff. Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval. | Accountable party |
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| Authority and approval | Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. Hazardous facilities are to be taken out of service and reported under the law; student danger requires prompt rescue and reporting, and one cannot wait for course approval first. | Authority and approval |
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| Conclusion boundaries | Course records and assessment results state "how students performed under the given curriculum standards, class conditions, and teaching conditions"; they are not a final characterization of a student's ability, nor do they replace the school's and competent authority's handling of student protection matters, and they are updated as curriculum standards, class composition, and teaching arrangements change; when citing them, state the curriculum standard version, the assessment method, and the record period as well. | Conclusion boundaries |
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Education and training paths
Methods and tools
Safety and work permits
Training and regulatory requirements
Pay and hours
Do not use it this way: Note: this page does not use any test score as a basis for admission or elimination; admission follows the local teacher credential and school employment requirements.
Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
The basic skills center on active listening and learning strategies and reading comprehension and speaking (78 each) and critical thinking and monitoring and writing (75 each); the transferable skills center on instructing others (88) and social perceptiveness (75).
The work style centers on dependability (88) and cooperation and social orientation (75 each); the work context shows 82% in continuous contact with others, 73% making a public speech every day, and 80% working more than 40 hours per week.
Common tools and equipment include practicum equipment and tools and protective equipment, classroom lecturing and demonstration equipment, learning management systems and grade and attendance recording systems, testing and homework and assessment tools, and curriculum standards and textbooks and lesson plan materials.
Job posting demand labels indicate frequency of appearance in job advertisements and do not mean the school has deployed such tools.
Practice results must not be packaged as a teaching credential, teaching authorization, or curriculum approval qualification.
Explain which steps used tool assistance (material organization and statistics) and which judgments must be made by a person (course objectives, assessment conclusions, and safety judgments).
| Can explain stopping it immediately and securing the scene, checking whether anyone is injured, handling hazards per procedures, recording truthfully and reporting per procedures, and how to adjust the teaching arrangement afterwards. |
| Does not promise to continue practicum without safety conditions; a scenario answer does not equal being granted teaching or practicum approval authority. |
| Probation period | Under the teaching group's guidance, take on teaching and assessment and records, and accept class observation and teaching inspection and safety patrol. | Good classroom order, complete lesson plans and assessment evidence, truthful student records and attendance, practicum safety procedures in place, and abnormalities reported promptly. | Does not issue grades or handle student protection matters on one's own; when a safety or compliance problem is found, it must be handled first and then reported. |
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| Conversion-to-regular assessment | Based mainly on classroom teaching quality, assessment and record quality, classroom and practicum safety performance, and teamwork. | Can maintain teaching order and complete records under pressure, and can accept teaching group input and improve immediately. | Becoming a regular employee does not automatically grant qualification to teach more subjects or the right to approve practicum programs; subsequent steps are obtained step by step under credentials and school authorization. |
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Output: an abnormality and reporting path record.
Output: a seven-day decision record.
| Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. |
| Investment follows program length and tuition. |
| The education survey is not the incumbent education composition or a statutory qualification; certification and employment are checked separately. |
| On-the-job training and apprenticeship (1 apprenticeship direction) | Those who need to understand the related learning route | Provides clues about related training programs and does not guarantee independent teaching authority. | Only 1 Agriculture Education Instructor apprenticeship example, not a requirement for everyone. | Current enrollment, entry requirements, duration, and fees must be checked separately; a school program directory does not guarantee admission. | Investment follows time on the job. | Training records do not automatically convert into a teaching credential or school position authorization. |
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| Teaching credential (by stage and subject) | Teachers teaching in primary and secondary schools and secondary vocational schools | Determines whether one may lawfully teach a specific stage and subject. | The U.S. BLS summarizes the common pattern of a bachelor's degree plus work experience in the field taught; state credential/licensure conditions for public schools vary by state, and the teaching internship, background check, and examinations must be checked on the specific route, with the 9 linked certifications and examinations not all being state licenses or required across all occupations. Article 11 of China's Teachers Law distinguishes junior secondary (college or above) from senior secondary / secondary vocational cultural and specialized courses (bachelor's or above); secondary vocational practicum supervision is, under Article 7 of the implementation measures, secondary vocational graduation or above, and under Article 7 of the regulations requires assistant engineer or above or intermediate worker grade or above, with a reduction in education requirements for special skills subject to approval. Article 5 of the credential regulations makes senior secondary and secondary vocational teacher credentials mutually recognized, with additional limits on the applicability of the practicum supervision credential; a credential does not equal school employment or authority over all courses. | The specific certification route and school employment are checked separately; no certification examination can be equated with a teaching license. | This round has no uniform fee/validity data; check against the specific program. | A teaching credential does not equal school employment or authority to teach all subjects, and practicum programs require separate approval. |
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| Linked certification and examination directory (9 items) | Incumbent teachers seeking to enhance professional recognition | Provides further query clues filtered by subject and does not guarantee job competitiveness. | 9 cross-subject directory items, including the Praxis examination, National Board, journalism, Microsoft, nursing, and home economics. | This round obtained no item-by-item application, teaching experience, maintenance, and validity requirements. | Insufficient evidence: no item-by-item fees or investment obtained. | Certification does not equal a teaching credential, the scope of teaching, or curriculum approval authority. |
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| Practicum program and site equipment approval | Teachers who carry out practicum teaching | Determines whether a specific practicum program may be carried out and specific equipment used. | Articles 18/22 of the school safety measures support facility safety and laboratory systems; the specific program approval is checked separately. | Equipment and site, safety procedures, and the division of personnel duties are checked against the actual system. | Investment follows equipment and site and training. | Unsafe facilities are taken out of service and protected; restoration and substitute programs require actual school confirmation and are not granted by the page. |
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| Internal qualification and teaching group promotion assessment | Teachers seeking promotion | Affects whether you can take on course lead and teaching group and mentoring duties. | Editorial development suggestion; this round obtained no uniform teaching group promotion rules. | Checked against the actual employment and appointment conditions; years of teaching are not automatically treated as promotion. | Investment follows years of service and assessment. | An internal qualification does not automatically bring a teaching credential upgrade or a management appointment. |
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Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Editorially check the course, teaching hours, additional duties, data, and safety systems position by position; a certification directory does not equal a teaching credential.
Next moves：Take on practicum instruction, safety patrol, and records per qualifications, employment, and the actual division of labor; equipment maintenance/restoration ability is checked separately and does not automatically cover all equipment.
Typical scope：Accountable for practicum project feasibility and on-site safety.
Readiness evidence：Project plans and safety plans and equipment files and mentoring records.
Credential boundary：Has many years of practicum experience and safety management and mentoring ability.
Next moves：Take on practicum project plans and safety plans and equipment maintenance plans and mentoring duties.
Typical scope：The editorial safety management role is responsible for the corresponding matters per the school division of labor, and the principal responsibility system should be distinguished from specific teacher duties.
Readiness evidence：Audit records and condition assessment reports and training records.
Credential boundary：Has experience in equipment and site management and safety auditing.
Next moves：Responsible for practicum site and equipment safety auditing and condition assessment and training organization.
Typical scope：Accountable for internship program safety and student rights.
Readiness evidence：Cooperation agreements and internship safety plans and evaluation records.
Credential boundary：Has experience in enterprise liaison and internship organization and safety management.
Next moves：Take on work experience and internship program liaison and safety and the division of responsibility and evaluation.
Typical scope：Editorially, cooperation projects attend to student rights per the actual division of labor, and a job promotion is not interpreted as responsibility for compliance in all projects. Article 11 of China's Law on the Protection of Minors requires units and staff in close contact with minors to report immediately to public security, civil affairs, education, and other relevant departments when they discover abuse, suspected abuse, or other danger; internal school reporting cannot substitute for or delay the statutory report, and immediate danger requires prompt rescue without waiting for internal approval.
Readiness evidence：System documents and compliance audit records and project evaluation reports.
Credential boundary：Has project, compliance, and risk management experience.
Next moves：Responsible for the school-enterprise cooperation system and internship compliance and student rights protection and project evaluation.
Limitations：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
