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SOC 25-2031 · O*NET 25-2031.00
This page covers the exact O*NET/SOC occupation 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education: teaching one or more subjects to students at the secondary school level. Core tasks include preparing students for later grades; teaching one or more subjects through lectures, discussions and demonstrations; establishing and enforcing student behavior rules and procedures for maintaining order; preparing materials and classrooms for activities; and adapting teaching methods and materials to students' varying needs and interests. Common job titles include High School Teacher, Secondary Teacher, Math Teacher, English Teacher and Science Teacher. Official scope: Teach one or more subjects to students at the secondary school level. Coverage note: U.S. wage, employment and industry data presented on O*NET's 25-2031.00 page are not marked as coming from a broader or neighboring occupation, and only annual wages are provided. This page identifies them as data for this occupation itself (25-2031.00). The occupation is in Job Zone Four (considerable preparation needed), 7.0 to less than 8.0 (SVP 7.0 to < 8.0), with Decline growth (-1% or lower) for 2024—2034. This page does not constitute educational, assessment, safety, psychological or legal advice.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+25+50)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Responsibility judgment | Real fit depends on whether you can do three things within the same teaching assignment: deliver sound teaching by developing goals, activities, assessments, feedback and records according to curriculum standards and student learning needs, producing usable learning evidence and teaching records; manage safety, compliance and boundaries by working and keeping records according to activity safety, campus emergency, student privacy, data minimization and internal reporting-chain requirements, distinguishing public information from protected student personal information and grades and handling them under procedures, and avoiding unauthorized actions, evaluations or disclosures beyond your remit; and accept defined responsibility for your own teaching goals, curriculum delivery, assessment and records, while referring matters beyond authorization or involving psychological crises, safety or law to appropriate roles or organizations under procedures. Test this through a verifiable experience, such as a teaching plan and assessment and record explanation for a fictional unit, or a review of laboratory, bullying or data security abnormality handling, rather than relying only on an interest questionnaire.
Caution signals | O*NET also indicates, for 25-2031.00 work context and tasks, time pressure from lessons, examinations and grading milestones; evening and weekend work varying by school and duties; serious consequences from erroneous or biased assessments and safety omissions; substantial responsibility for student health and safety; possible chemical and equipment hazards during laboratories and activities; and moderate disease or infection exposure in densely populated schools. This occupation works with students, subjects, classrooms and assessment. A biased or unfair assessment, inadequate laboratory or activity safety plan, student privacy or data breach, or missed bullying or psychological crisis signal may harm students and create home-school conflict, liability and compliance risks. O*NET places it in Job Zone Four (considerable preparation needed), 7.0 to less than 8.0 (SVP 7.0 to < 8.0). Its education section reports that 77% indicate a bachelor's degree is required, 8% a post-baccalaureate certificate, and 8% a post-master's certificate (the three categories listed). Growth is labeled Decline (-1% or lower), without Bright Outlook. If sustained lesson, examination and home-school communication workloads are difficult, or evening and weekend work is difficult to accept, or you are unwilling to take responsibility for student development, assessment fairness and classroom safety, treat these as practical costs.
Occupational profile | U.S. 25-2031.00 teaches academic subjects at secondary level, excluding special and career/technical education. BLS high school teachers typically teach grades 9—12. This Chinese-language page focuses on general high school subject teaching, combining preparation, assessment, classroom order, student support and home-school collaboration. Do not automatically include private tutoring institutions or special education roles in this statistical occupation.
Career direction comparison
Introduction | The comparison below uses four columns: occupational direction—core work and outputs—key distinction—who may prefer it. Elementary, middle school, special education, career/technical education and school management roles often connect within the same education system, but coordination does not make them interchangeable. Student developmental stages, specialties, qualifications and responsibility boundaries differ and must be checked separately.
| Occupational direction | Core work and outputs | Key differences | Which choice fits better? |
|---|---|---|---|
| This occupation: Secondary School Teachers, Except Special and Career/Technical Education (O*NET/SOC 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education) | Core work and outputs: define learning goals according to curriculum standards and adapt teaching to varying needs; teach through lectures, discussions and demonstrations; establish and enforce behavior rules and order procedures; assign and grade homework and assessments and provide feedback; record learning progress and participate in instructional and home-school collaboration. Outputs are evidence of academic development and teaching and assessment records. |
AI's impact on the occupation
Editorial task analysis | Trial preparation materials, questions and feedback drafts within school permission; teachers must check subject and curriculum evidence. Check authority for classroom delivery, assessment, order and student support separately. O*NET tasks and software mentions do not establish AI adoption, time savings or learning effects, or assign low exposure. U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes. AI Impact Score 50% 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((75+25+50)/3+0.5)=50; 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
Mainland China pay reference
Classification comparison | This page covers the exact O*NET occupation 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education. It differs from Elementary School Teachers, Except Special Education (25-2021.00), Middle School Teachers, Except Special and Career/Technical Education (25-2022.00), Special Education Teachers, Secondary School (25-2055.00), Career/Technical Education Teachers, Secondary School (25-2032.00), and Education Administrators, Kindergarten through Secondary (11-9032.00). Check wages and employment using each occupation's own code and statistical coverage; figures cannot be transferred between occupations.
Occupational scope | U.S. 25-2031.00 covers secondary academic subject teachers. Job Zone4 describes preparation levels, not Chinese teaching qualification conditions or training periods.
2025 enterprise teaching professionals at various levels and types: 10 / 50 / 90 percentile wage levels of RMB 3.00 / 5.31 / 13.33 ten-thousand / year, including bonuses, allowances, overtime and other specified wage remuneration components. Not a precise general high school teacher distribution or representative of all public-institution teachers.
U.S. pay reference
2025 U.S. median annual wage for this occupation is USD 72,040. Annual wages only; do not derive hourly wages. OEWS pretax straight-time wages include production bonuses and other specified components and exclude overtime pay, shift differentials, nonproduction bonuses and employer benefit costs. Percentiles are not experience levels or starting pay. U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
| Wage distribution position | Annual wage reference | Conversion limits | How to understand this position |
|---|---|---|---|
| 10th percentile | 10th percentile annual wage USD 48,780 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided) | Official annual wage, not personal monthly income | The 10th percentile is a distribution position; it does not identify pay caused by being newly hired, teaching assistant duties or school differences. |
Career fit guide
Direct answer | Assessments support self-reflection. Existing simulated teaching materials help discuss goals, activities and grading evidence. A single demonstration does not replace teaching qualifications, appointment or actual teaching training; no comparative evidence identifies the most reliable method.
You may be a better fit： Fit signals: willingness to take responsibility for teaching, assessment and classroom safety under curriculum standards, campus safety, student protection and data privacy requirements; switching between goals, activities, assessment, feedback and records while valuing evidence and rationale; maintaining assessment fairness and review under lesson and home-school pressure; and reporting and handing over classroom, safety, data or authorization-related abnormalities under procedures.
These situations call for caution： Caution signals: difficulty sustaining lesson, examination and home-school communication workloads; difficulty accepting evening and weekend work and classroom disruptions; unwillingness to take responsibility for student development, assessment fairness and classroom safety; or unwillingness to report and hand over matters beyond authorization under procedures.
Try an entry exercise： Editorial checks | First understand target school subjects, teaching qualifications, internships and data rules. Existing simulation materials support discussion only and do not replace actual teaching permission or school appointment.
Work pressures, risks and professional boundaries
Direct answer | Central risks extend beyond finishing a lesson to several failure categories with substantial consequences: assessment bias and fairness failures from opaque or inconsistent rubrics; laboratory and activity safety failures from inadequate plans, protection or emergency response; student privacy and data protection failures from improper use or disclosure of personal information, grades and family data; student support failures from missed bullying or psychological crisis signals or delayed referrals; home-school conflict failures from inadequate communication and records; and record and archive failures where missing or inaccurate teaching and assessment records prevent responsibility from being determined.
Evidence scope | This page draws on O*NET 25-2031.00 tasks and work context: preparing students for later grades; teaching through lectures, discussions and demonstrations; establishing and enforcing behavior rules and order procedures; preparing materials and classrooms for activities; and adapting teaching to varying needs and interests. Context includes high assessment accuracy requirements, serious consequences from erroneous or biased assessments and safety omissions, substantial responsibility for student health and safety, and time pressure from lessons, examinations and grading milestones. Under U.S. occupational classification coverage, this identifies failure types and control points, not legal, safety or educational conclusions.
Entry, qualifications, and career development
Editorial preparation pathway | First check teaching stage and subject, qualification recognition pathways and target hiring requirements, then prepare teaching training and existing materials. Passing examinations, qualification recognition and school appointment are different statuses. Laboratory and activity training follow tasks; do not add a uniform special education certificate step for all teachers.
Career outlook and transitions to related occupations
2025 U.S. median annual wage for this occupation is USD 72,040. Annual wages only; do not derive hourly wages. OEWS pretax straight-time wages include production bonuses and other specified components and exclude overtime pay, shift differentials, nonproduction bonuses and employer benefit costs. Percentiles are not experience levels or starting pay. U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes. NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
United States · SOC 25-2031.00 (OEWS 2025, as presented by O*NET)
Median annual wage USD 72,040; 10th percentile annual wage 48,780, 25th percentile 59,980, 75th percentile 92,570, and 90th percentile 107,600 (all annual wages; no hourly wages provided)
This page's Secondary School Teachers, Except Special and Career/Technical Education is the exact O*NET occupation 25-2031.00: teaching one or more subjects to secondary-level students. The page lists 32 tasks. The most important include preparing students for later grades; teaching subjects through lectures, discussions and demonstrations; establishing and enforcing student behavior rules and procedures for maintaining order; preparing materials and classrooms for activities; and adapting teaching methods and materials to varying needs and interests. Common job titles include High School Teacher, Secondary Teacher, Math Teacher and English Teacher.
U.S.: 2025 wage and employment data presented on O*NET's 25-2031.00 page cover this occupation itself; they are not marked as coming from a broader or neighboring occupation, and only annual wages are provided. Mainland China: public statistics have not established a precisely matching national occupational wage distribution. Enterprise teaching personnel wage levels are a broader-group proxy, explicitly labeled here. Systems and statistical scopes differ and are not combined or converted.
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.
Fit signals | U.S. O*NET 25-2031.00 has interest code S (Social, Social: centered on teaching, helping, advising, assisting or serving others). Core activities include training and teaching others, communicating with supervisors, peers, or subordinates, organizing, planning and prioritizing work, making decisions and solving problems, getting information and interpreting information for others. Work context indicates frequent face-to-face discussions in classroom teaching and instructional collaboration, close collaboration with colleagues, parents and administrators, frequent daily decisions through immediate classroom adjustments and assessment judgments, high assessment accuracy requirements, time pressure from lessons, examinations and grading milestones, and substantial communication with students, parents and communities. If you are willing to work directly with students, subjects and classrooms, develop sound learning goals, activities, assessments and feedback, and take responsibility for student development, assessment fairness and classroom safety, daily demands may be closer to your working style.
This checklist is for self-reflection only. It is not a hiring standard, ability score or assessment of job competence, and does not constitute educational, safety, occupational health or legal advice. This page covers the exact U.S. O*NET/SOC occupation 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education: teaching one or more subjects to students at the secondary school level. Official scope: Teach one or more subjects to students at the secondary school level. O*NET lists core tasks including the following (the page lists 32 tasks and displays the first 5 by default): preparing students for later grades by encouraging exploration of learning opportunities and perseverance with challenging tasks; teaching subjects such as English, mathematics or social studies through lectures, discussions and demonstrations; establishing and enforcing student behavior rules and procedures for maintaining order; preparing materials and classrooms for activities; and adapting teaching methods and materials to varying student needs and interests. Common job titles include High School Teacher, Secondary Teacher, Math Teacher, English Teacher, Science Teacher and Social Studies Teacher. Coverage note: U.S. wage and employment data presented on O*NET's 25-2031.00 page are not marked as coming from a broader or neighboring occupation, so this page identifies them as data for this occupation itself (25-2031.00). In the U.S., it is in Job Zone Four (considerable preparation needed), 7.0 to less than 8.0 (SVP 7.0 to < 8.0). This page does not extrapolate U.S. classifications to job titles, qualifications or wages in mainland China.
Practice brief | A wholly fictional instructional design task package (for practicing the process only; it does not represent any real school, class or data). Draft a plan explaining: (1) how to use fictional curriculum standards and student learning information to design a unit systematically, covering subject, grade and unit topic, learning goals and observable performance, prerequisites and common misconceptions, activity, lecture, discussion and demonstration arrangements, differentiated materials and support, assessment tasks and rubrics, classroom order, safety and timing, homework, feedback and subsequent adjustments; identify missing information needing clarification, including curriculum standard and textbook versions, student learning and special needs, school, examination and safety requirements, available technology and resources and data permissions; (2) how to design completion and review points for a fictional student learning record, covering fields and definitions, learning goals and evidence, assignments, assessments and rubrics, feedback and improvement, abnormalities, support and referrals, record trails and privacy boundaries; (3) how to write a unit teaching summary suitable for handover, covering goals—activities—assessment evidence—student performance—adjustments and next steps; (4) how to retain and use student data and distinguish public information from protected student personal information and grades; and (5) how to pause, review, report and hand over when laboratory or activity safety, bullying, psychological crisis or data breach risks, matters beyond authorization or safety risks are identified. Use public sources and simulated data, without real school or student data.
Direct answer | This page's Secondary School Teachers, Except Special and Career/Technical Education is the exact O*NET occupation 25-2031.00. Work falls into several categories: (I) goals and curriculum—defining learning goals and observable performance according to curriculum standards, preparing students for later grades, and adapting teaching methods and materials to varying needs and interests; (II) teaching delivery—teaching one or more subjects through lectures, discussions and demonstrations, preparing materials and classrooms for activities, and establishing and enforcing student behavior rules and procedures for maintaining order; (III) assessment and feedback—assigning and grading homework and assessments, providing rubric-based feedback and adjusting teaching according to student performance; (IV) student support and collaboration—identifying learning, behavioral and emotional needs and providing support or referrals under procedures, and collaborating with students, parents, colleagues and administrators; and (V) records and professional development—recording learning progress, attendance and assessment evidence, participating in instructional collaboration and training, and updating professional knowledge.
Records and collaboration | Starting with curriculum standards, student learning needs and textbooks, first check subject, grade and unit topic; learning goals and observable performance; activity, lecture, discussion and demonstration arrangements; differentiated materials and support; assessment tasks and rubrics; classroom order, safety and timing; and homework, feedback and subsequent adjustments. Deliver teaching according to subject team and school requirements and hand over by unit and term. Laboratory and activity safety, student privacy and data use must follow procedures, with traceable teaching and assessment records retained.
Safety and compliance | Organize work according to campus safety, student protection, activity safety, occupational health and recordkeeping requirements. Teaching goals, assessment and feedback must follow curriculum standards and school requirements, with sources and limitations identified; they must not replace psychological, medical, legal or special education assessment conclusions. Implement safety plans, personal protection and emergency response for laboratories, activities, outdoor and physical education settings. Collecting, using or externally providing student personal information, grades and family data requires a lawful basis, must be limited to what is necessary, and must follow approval and recordkeeping procedures.
Boundary conclusion | This page covers O*NET 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education. The central distinction from neighboring roles concerns student developmental stage, subject depth and responsibility boundaries. This occupation teaches one or more academic subjects to secondary-level students, specializing by subject and producing evidence of academic development and teaching and assessment records. Elementary teachers, middle school teachers, special education teachers, career/technical education teachers and education administrators differ in educational stage, specialty and authority and are not interchangeable by title.
| Dimension | Main directions | Directions to compare |
|---|---|---|
| Core purpose | Core purpose of this occupation | Work with secondary-level students, academic subjects and curriculum standards within teaching qualifications and school authorization: goals and curriculum, classroom delivery, assessment and feedback, student support and collaboration, and records and professional development. Outputs are evidence of academic development and traceable teaching and assessment records. | Core principle of neighboring roles | Most related and neighboring roles aim to deliver teaching, support or management according to curriculum standards and student development requirements, with records retained. Differences concern student developmental stage, subject depth, specialist support and authorization levels: some focus on secondary academic subjects, others on elementary or middle school, special education, career/technical education or school management. |
| Main work objects and bases | Main work objects and bases of this occupation | Work with subject, grade and unit topic; learning goals and observable performance; prerequisites and common misconceptions; pedagogy and activity design; assessment tasks and rubrics; and student differences, support and referral requirements. Teach and assess according to curriculum standards, school and subject-team requirements, and student development principles. | Main work objects and bases of neighboring roles | Elementary teachers follow elementary curriculum standards and child development principles; middle school teachers follow middle school curriculum standards and adolescent development principles; special education teachers follow individualized education programs and special education standards; career/technical education teachers follow occupational standards and practical training requirements; education administrators follow education policies and school management procedures. Their stages, specialties or management functions differ from this occupation's high school academic teaching. |
| Core process | Core process of this occupation | Receive and check curriculum standards and student learning information; define learning goals and assessment tasks; prepare activities, materials and differentiated support; deliver teaching and maintain order and safety; provide evidence-based feedback and adjustments; and record, collaborate on teaching and communicate with families. Every step must follow curriculum standards and school requirements and be open to review by subject teams, schools and parents. | Core processes of neighboring roles | Elementary teachers focus on general or subject-specific elementary teaching; middle school teachers on middle school subjects; special education teachers on implementing individualized education programs; career/technical education teachers on vocational skills practice; this occupation on high school academic subjects and preparation for further education and graduation. |
| Main outputs | Main outputs of this occupation | Teaching and assessment completed according to curriculum standards and school requirements: learning goals, activities and assessment tasks; homework, assessments and rubrics; feedback and improvement; and learning progress, attendance, support and referral records. Outputs also include teaching, assessment and curriculum delivery records, parent communication and instructional collaboration records, abnormalities and outstanding items, and traceable unit and term handover records. | Main outputs of neighboring roles | Elementary teachers produce evidence of elementary academic development and teaching records; middle school teachers produce evidence of middle school academic development and teaching records; special education teachers produce individualized education program implementation and progress records; career/technical education teachers produce practical training outcomes and skill assessment records. These differ from this occupation's evidence of high school academic development and teaching records. |
| Responsible parties | Teachers in this occupation are responsible for their own teaching goals, curriculum delivery, assessment, feedback and records, and teaching according to curriculum standards, school requirements and student development principles. Student mental health, safety, special education assessments, legal matters and home-school disputes must be referred under procedures to school psychological services, management or relevant organizations. | Responsibility in neighboring roles | Responsibility in related and neighboring roles is usually defined by the school, education authorities, teacher professional ethics and safety procedures, primarily concerning student development, academic fairness, campus safety and educational quality. |
| Authority and approvals | Authority and approvals in this occupation | Routine teaching goals, activities, assessment, feedback and records must remain within teaching qualifications, school authorization and curriculum standards. Curriculum and assessment system changes, student discipline, psychological crises, safety and legal matters must follow procedures and school or education authority requirements. Teaching, laboratory, activity and special education qualifications and authorization are subject to competent authority and school requirements. | Authority and approvals in neighboring roles | Authority comes from teaching qualifications, school appointment and educational administration systems. It usually excludes independent decisions on curriculum structure, assessment systems, student discipline or major responses. Curriculum or assessment system changes, major student actions and legal matters should be referred to the school or education authority. |
| Limits on conclusions | Limits on conclusions in this occupation | Conclusions on teaching goals, assessment, feedback and records should state only verifiable learning evidence, teaching actions and results, distinguishing measured facts, judgments and inferences, and matters awaiting verification. Teachers must not issue conclusions in their own name beyond their qualifications, such as special education assessments, psychological or medical diagnoses or legal liability determinations. | Limits on conclusions in neighboring roles | Conclusions are mostly limited to the relevant subject, educational stage or function and generally do not determine special education assessments, psychological or medical matters, or legal liability. Conclusions spanning specialties or involving major student rights and safety have limits on their applicability. |
Define learning goals and observable performance according to curriculum standards and adapt methods and materials to students' varying needs and interests.
Teach one or more subjects through lectures, discussions and demonstrations and prepare materials and classrooms for activities.
Establish and enforce student behavior rules and procedures for maintaining order, and maintain classroom and activity safety and order.
Assign and grade homework and assessments, provide rubric-based feedback and adjust teaching according to student performance.
Identify learning, behavioral and emotional needs and provide support or referrals under procedures, collaborating with students, parents, colleagues and administrators.
Record learning progress, attendance and assessment evidence, participate in instructional collaboration and training, and update professional knowledge.
Checks before joining | Use the following six items when applying and before starting work, to avoid inferring actual duties and authority from job titles or promotional wording. Base findings on written recruitment information, employment contracts, job descriptions and school procedures, and keep confirming them after joining. This page lists checks only and does not constitute a hiring or safety determination.
Check guidance | Similar job titles may have very different duties and authority. Some focus on one subject; others add homeroom, grade or club duties; others focus on international or specialized curricula; and some include practical training or special support duties. Teacher qualification, curriculum, assessment and safety requirements vary by school and jurisdiction. Check them before assessing fit.
| Key distinction: this occupation teaches one or more academic subjects to secondary-level students, using subject, teaching and assessment capabilities within teaching qualifications and school authorization, with responsibility for academic development and assessment fairness. Neighboring roles focus on elementary, middle school, special education, career/technical education or school management, with different stages, specialties and authority. |
| May better suit people willing to teach directly with students, subjects and classrooms, develop sound goals, activities, assessments and feedback according to curriculum standards and learning needs, and accept responsibility for student development, assessment fairness and classroom safety. |
| Elementary School Teachers, Except Special Education (Elementary School Teachers, Except Special Education, 25-2021.00) | Core work and outputs: elementary subject or general teaching and child development support, producing elementary academic development evidence and teaching records. | Key distinction: focuses on elementary education and child development, producing elementary academic development evidence. This occupation focuses on secondary education and academic subjects, with different stages and subject depth. | May better suit people willing to teach at elementary level; this occupation emphasizes secondary academic subjects and preparation for further education. |
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| Middle School Teachers, Except Special and Career/Technical Education (Middle School Teachers, Except Special and Career/Technical Education, 25-2022.00) | Core work and outputs: middle school subject teaching and adolescent development support, producing middle school academic development evidence and teaching records. | Key distinction: focuses on middle school and adolescent development, producing middle school academic development evidence. This occupation focuses on high school, subject depth and further education preparation, a different stage. | May better suit people willing to teach at middle school level; this occupation emphasizes high school and preparation for further education and graduation. |
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| Special Education Teachers, Secondary School (Special Education Teachers, Secondary School, 25-2055.00) | Core work and outputs: implementing individualized education programs and support for high school students with special needs, producing individualized education programs and progress records. | Key distinction: focuses on students with special needs and individualized education, producing individualized education program records. This occupation focuses on general academic teaching, with different specialties and authority. | May better suit people willing to work in special education; this occupation emphasizes general secondary academic teaching. |
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| Career/Technical Education Teachers, Secondary School (Career/Technical Education Teachers, Secondary School, 25-2032.00) | Core work and outputs: high school vocational skills and practical teaching, producing practical training outcomes and skill assessment records. | Key distinction: focuses on vocational skills and practical training, producing practical outcomes and skill assessments. This occupation focuses on academic subjects, with different specialties and outputs. | May better suit people willing to teach career and technical education; this occupation emphasizes academic subjects and preparation for further education. |
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| Education Administrators, Kindergarten through Secondary (Education Administrators, Kindergarten through Secondary, 11-9032.00) | Core work and outputs: managing school teaching, personnel, budgets and compliance, producing school management and compliance records. | Key distinction: focuses on school management, producing management and compliance records. This occupation focuses on classroom teaching, with different functions and authorization levels. | May better suit people willing to manage schools; this occupation emphasizes frontline classroom teaching and assessment. |
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Conclusion | The central distinction between this page's O*NET 25-2031.00 Secondary School Teachers, Except Special and Career/Technical Education and neighboring roles concerns student developmental stage, subject depth and responsibility boundaries. This occupation teaches one or more academic subjects to secondary-level students, producing evidence of academic development and teaching and assessment records. Elementary, middle school, special education and career/technical education teachers and education administrators differ in stage, specialty and authority.
Transition | This page places neighboring roles side by side by student developmental stage, specialty and authorization level to help you decide which teaching, support or management work to pursue over time. In every direction, actual readiness depends on relevant subject, teaching and assessment capabilities and teaching qualifications, together with target school and jurisdiction education, qualification and appointment requirements. Check wages and employment using each occupation's own code and statistical coverage; figures cannot be transferred between occupations.
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.
Technical feasibility: equipment or systems may technically affect a task. This is only a feasibility judgment, not permission to use them or evidence that schools have adopted them.
School and institutional adoption: introduction depends on curriculum goals, assessment systems, data authorization, student privacy and school rules. Teaching, assessment and student safety responsibilities cannot be transferred by introducing a system.
U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
| Work direction | Task | Current changes | Human control points |
|---|---|---|---|
| Information can assist; people remain responsible for judgments | Goals and curriculum | Define learning goals according to curriculum standards and adapt teaching to different needs | You are responsible for goals, differentiation and learning-needs judgments (human control point) |
| Slides can assist; people remain responsible for teaching judgments | Teaching delivery | Teach subjects through lectures, discussions and demonstrations and prepare materials and classrooms | You are responsible for instruction, activities and classroom organization (human control point) |
| Records can assist; people remain responsible for judgments | Classroom order | Establish and enforce behavior rules and procedures for maintaining order | You are responsible for order, rules and student management according to school requirements (human control point) |
| Statistics can assist; people remain responsible for determinations | Assessment and feedback | Assign and grade homework and assessments and provide rubric-based feedback | You are responsible for assessment, rubrics and fairness judgments (human control point) |
| Records can assist; people remain responsible for judgments | Student support and collaboration | Identify learning, behavioral and emotional needs and provide support or referrals under procedures | You are responsible for identification, support and referrals within authorization (human control point) |
| Records can assist; people remain responsible for safety judgments | Safety and emergencies | Implement laboratory, activity, campus safety and emergency requirements | You are responsible for safety plans and emergency response according to school requirements (human control point) |
| Systems can assist; people remain responsible for judgments | Records and professional development | Record learning progress and attendance and participate in instructional collaboration and training | You are responsible for records, instructional collaboration and updates (human control point) |
Evidence uses | O*NET defines occupational tasks, ILO describes potential exposure and NIST provides governance. None establishes measured efficiency, adoption rates or income causation for this occupation.
Editorial comparison | Discuss trials by information preparation, assessment and classroom support tasks. No neighboring occupation displacement-rate or efficiency comparisons are available. Distinguish technical feasibility, school permission, measured effects and job outcomes.
What AI mainly changesTrial lesson preparation and question drafts using permitted or fictional materials; check content
What people remain responsible forTeaching goals, classroom relationships, fair assessment, safety and home-school responsibility
What AI mainly changesTrial statistical summaries using approved data; verify time and learning effects separately
What people remain responsible forDecisions on assessment systems, curriculum changes and major student rights
What AI mainly changesTrial curriculum information retrieval; check citations and age appropriateness against originals
What people remain responsible forResponsibility for content evidence, assessment fairness, data and privacy review
Tool use suggestion | Clarify permissions, data scope, content verification, assessment review and approval responsibility. Trials do not automatically confer student assessment or disciplinary authority; efficiency was not measured this round.
Tasks and boundaries: teachers and appropriately qualified and authorized personnel must define learning goals, assessment standards, student support and safety boundaries. Equipment and systems do not replace teaching and assessment judgments.
Data and methods: you must check and review learning, assessment, grade and attendance data, sources and validation. Explicitly state data gaps or deviations; do not conceal gaps with system outputs.
Conclusions and determinations | Teachers review assessment and feedback within authorized curricula. Student discipline, major rights-related actions and external disclosure follow school procedures and relevant authority, not direct tool-output decisions.
Safety and compliance: laboratory, activity and campus safety, student privacy, data minimization, internal reporting chains and personal protection must follow campus safety and student protection requirements and established procedures. Manage protected information according to privacy and retention requirements.
Changes and disclosure: disclosure of grades, assessment and curriculum information and curriculum or assessment system changes must remain within authorization and procedures. Pause, report and hand over assessment bias, safety, data or authorization-related abnormalities under established procedures.
Directly using system-generated questions, assessments or feedback for grading, discipline or release
Control method:You must verify assessment, teaching and safety responsibilities against curriculum standards and rubrics and retain records
Improper use or external sharing of student personal information, grades and family data
Control method:Limit purpose, retention period and access; do not upload protected information to external services or unauthorized environments
Replacing teaching goal, classroom relationship and fair assessment judgments with generated content
Control method:Appropriately qualified teachers must judge goals, assessment, support and student safety according to curriculum standards
Replacing actual assessment, attendance, support and referral records with system-generated content
Control method:Records must reflect actual teaching, assessment and student performance processes; generating unverified content is prohibited
Unclear responsibility: who assesses, determines outcomes, and approves actions and disclosure is unspecified
Control method:Before adopting a system, define teaching, application and approval paths and responsible personnel, and retain records
Use digital tools for reversible support tasks: organizing preparation materials and question banks, drafting slides and exercises, and entering homework and assessment data. Teaching goals, assessment and safety judgments remain subject to teacher and school requirements.
Use learning management systems (LMS), classroom interaction and assessment tools for homework, assessment, feedback and records. You remain responsible for goals, assessment and fairness judgments according to curriculum standards and school requirements.
Use tools to aggregate and analyze learning, assessment and grade data. Confirm student assessment, special needs, psychological and safety matters with subject teams or schools.
Use tools for teaching quality, student progress and attendance statistics, reports and knowledge management. Major conclusions, actions affecting major student rights and external disclosures require human approval and records.
No evidence was obtained this round establishing inevitable complete AI displacement or inevitable retention of high school teachers. Potential exposure, teaching responsibilities and overall employment projections do not equal causal evidence of job displacement.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
This occupation is defined by academic subject teaching, not programming. Subjects and schools may have additional digital tool requirements; tool proficiency does not equal meeting teaching qualification and appointment requirements.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
Editorial suggestion | Trial preparation, question and feedback drafts and statistics using permitted or fictional materials. Actual student data require the school's lawful processing basis and authority. This page has no workload shares or measured effects.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
It cannot take responsibility independently. Teaching goals, classroom relationships, fair assessment, safety and sensitive information protection are the responsibility of appropriately qualified teachers and schools. Systems can assist with question writing, grading and records according to settings, but people must define and confirm assessment standards, determinations, student support and safety judgments.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
No evidence of a year when this whole occupation will disappear was obtained. Neither potential AI exposure nor overall projections provides a definite year or guarantees permanent survival.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
Editorial preparation suggestion | Prepare subject knowledge, curriculum, assessment, classroom management and student protection separately. Check qualifications and school appointments separately; verify digital tool requirements by subject and school.
Source:Sources | O*NET25-2031.00, BLS OEWS2025 and overall projections 2025—2035; use ILO potential exposure and NIST governance separately.Original source ↗
Editorial summary | Trial preparation, question and feedback drafts using permitted or fictional materials and check curriculum evidence. No measured high school teacher AI adoption, efficiency, learning effects, income or displacement causation evidence is available. Handle actual student information, assessment and crisis referrals according to lawful bases, school authority and professional boundaries.
Annual average wage RMB 133,539; employed persons in national urban non-private education units, tax-inclusive and covering multiple occupations and educational levels, not high school teachers' median, monthly pay or take-home wages.
NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
| Educational background | Common role directions | Notes and suggested checks |
|---|---|---|
| Relevant subject education and teaching qualifications | Check Chinese teaching qualification and target hiring requirements separately | Under Article 11, item 4 of China's Teachers Law, senior secondary teaching qualifications require a bachelor's degree or above. Qualification recognition differs from school appointment. O*NET77% bachelor's degree, 8% post-baccalaureate certificate and 8% post-master's certificate describe U.S. new-hire requirements, not current workers' educational composition. |
| Subject knowledge, pedagogy, assessment and classroom management capabilities | All positions | Roles usually require designing goals, activities and assessment, managing classroom order, providing rubric-based assessment and feedback, and implementing safety and data protection requirements |
| Teaching internships and teacher certification or state licensure | U.S. public school positions | BLS states that U.S. public schools require state certification or licensure; check specific state and subject conditions separately. Private school rules may differ; do not extrapolate to China. |
| Occupational health, campus safety and student protection requirements | All positions | Laboratory, physical education, activity, mental health and campus safety matters must follow student protection, occupational health and emergency requirements |
Industry annual averages cover different schools, roles and personnel. Enterprise teaching personnel wage levels cover only teaching professionals at various levels and types within enterprises; the populations and measures differ. NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
99% of this U.S. occupation is in educational services. China's education industry averages provide task-related background, not general high school teacher wages.
Some positions serve public and private general high schools and secondary schools. These industry averages do not equal this occupation's wages and are not used as substitutes on this page.
Check school level and actual subject tasks for international-curriculum schools. Private tutoring institutions do not automatically belong to the statistical high school teaching occupation; their occupational mapping and median wages were not obtained.
AI evidence boundaries | Trial teaching drafts and fictional data statistics within school permission. No high school teacher AI adoption rates, measured efficiency, learning effects or displacement causation were obtained this round; no low-exposure rating is assigned.
| Median (50%) | Median annual wage USD 72,040 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no median hourly wage provided) | Official annual wage, not personal take-home pay | The median is the national distribution midpoint and does not predict increases from experience, qualifications or subjects. |
|---|
| 90th percentile | 90th percentile annual wage USD 107,600 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided) | Official annual wage, not personal take-home pay | The 90th percentile is not maximum pay or a pay ceiling for senior teachers, homeroom teachers or grade management. |
|---|
Wages · 10th percentile：10th percentile annual wage USD 48,780 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided)；Coverage | 2025 10th percentile annual wage. Limits | Not novice pay or a minimum wage； no hourly conversion. Source | O*NET national wage table
Wages · 25th percentile：25th percentile annual wage USD 59,980 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided)；Coverage | 2025 25th percentile annual wage. Limits | Distribution position does not identify school, subject or experience-related income causes. Source | O*NET national wage table
Wages · Median：Median annual wage USD 72,040 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no median hourly wage provided)；Coverage | 2025 U.S. median annual wage for this occupation. Limits | Straight-time wages include production bonuses and other specified components； not starting pay, and no hourly conversion. Sources | O*NET wage table and BLS FAQs
Wages · 75th percentile：75th percentile annual wage USD 92,570 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided)；Coverage | 2025 75th percentile annual wage. Limits | Not homeroom, graduating-class or senior teacher pay. Source | O*NET national wage table
Wages · 90th percentile：90th percentile annual wage USD 107,600 (2025, BLS OEWS, data for this occupation itself, 25-2031.00; no hourly wage percentiles provided)；Coverage | 2025 90th percentile annual wage. Limits | Not maximum pay or instructional management pay. Source | O*NET national wage table
Reading the distribution | The current 2025 national wage table lists 10 / 25 / 50 / 75 / 90 percentile annual wages of USD 48,780 / 59,980 / 72,040 / 92,570 / 107,600. These are not experience bands, starting pay or causes of income differences.
2025 U.S. median annual wage for this occupation is USD 72,040. Annual wages only; do not derive hourly wages. OEWS pretax straight-time wages include production bonuses and other specified components and exclude overtime pay, shift differentials, nonproduction bonuses and employer benefit costs. Percentiles are not experience levels or starting pay.
O*NET education entries describe U.S. new-hire requirements, not current workers' educational composition. Wage returns from education, certification, subject or instructional research duties were not obtained this round; check state certification and school hiring separately.
Usage suggestion | Annual wage distributions are not individual outcomes. U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
| Industry | Median wage for this occupation within the industry | How to interpret it |
|---|---|---|
| Educational Services (Educational Services) | Insufficient evidence: no industry median wage readable for this exact occupation was obtained this round. Industry averages and third-party estimates are not substitutes. | 99% of this U.S. occupation is in educational services. No occupation-by-industry median was obtained; industry employment shares are not wages. |
| Public secondary education (reference) | Insufficient evidence: no industry median wage readable for this exact occupation was obtained this round. Industry averages and third-party estimates are not substitutes. | Public schools are an employer-type reference. No occupation-specific median for them was obtained this round; national wages are not substitutes. |
| Private secondary education (reference) | Insufficient evidence: no industry median wage readable for this exact occupation was obtained this round. Industry averages and third-party estimates are not substitutes. | Private schools are an employer-type reference. No occupation-specific median for them was obtained this round; national wages are not substitutes. |
| International curricula and tutoring services (reference) | Insufficient evidence: no industry median wage readable for this exact occupation was obtained this round. Industry averages and third-party estimates are not substitutes. | Check international-curriculum schools against actual high school subject tasks. Private tutoring institutions do not automatically fall within this occupation; no U.S. median wage for this subdivision was obtained. |
Editorial checks | Verify target school public / private status, subject and employment conditions. National wage distributions do not identify these conditions' income or stability effects.
Editorial checks | Verify state and school subject certification and hiring requirements. This page has no measured wage returns from shortage subjects, qualifications or professional titles.
Editorial checks | Verify actual class, curriculum, activity or management duties and authority. Do not interpret upper national percentiles as graduating-class or homeroom teacher pay.
Coverage | U.S. BLS Employment Projections 2025—2035. Limits | U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes. Source | https://www.onetonline.org/link/details/25-2031.00
Coverage | U.S. BLS Employment Projections 2025—2035. Limits | U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes. Source | https://www.onetonline.org/link/details/25-2031.00
Coverage | U.S. BLS Employment Projections 2025—2035. Limits | U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes. Source | https://www.onetonline.org/link/details/25-2031.00
Which Holland interest types are closer to Secondary School Teachers, Except Special and Career/Technical Education?
Holland (RIASEC) | Used to understand your relative Social preferences. This occupation's O*NET interest code is S (Social), corresponding to willingness to center work on teaching, helping, advising, assisting or serving others (Social), consistent with the preference direction of school teaching and support roles.
Do not use it this way:If sustained lesson, examination and home-school communication workloads are difficult, or evening and weekend work and classroom disruptions are difficult to accept, or you are unwilling to take responsibility for student development, assessment fairness and classroom safety, a high interest questionnaire score cannot change these practical costs. Also confirm school teaching qualification, laboratory, activity, mental health and data protection requirements.
Test my Holland career interestsWhich Big Five traits are more relevant to this work?
Big Five | Reflect on willingness to check curricula, grading evidence and records and accept subject-team review. Do not turn conscientiousness or dependability preferences into individual fit predictions.
Do not use it this way:Do not use a personality assessment saying you are unsuitable as grounds to give up or avoid entering the field. Rely on teaching internships, shadowing or simulated teaching, instructional reviews and assessment results.
View my Big Five personality traitsCan MBTI determine whether I fit Secondary School Teachers, Except Special and Career/Technical Education?
MBTI | Typology supports self-reflection on communication and work preferences. This occupation requires collaboration with students, parents and colleagues; preferences do not determine competence.
Do not use it this way:Use types only as a reference for communication styles, not to infer whether you or others can teach, assess or communicate with families well.
Understand my MBTI preferencesCan the Enneagram show whether I fit this occupation?
Enneagram | Reflect only on stress reactions. Observe procedural explanations and handovers during assessment disputes, classroom abnormalities and home-school communication; do not judge competence by type.
Do not use it this way:Do not explain teaching, safety or home-school disputes through type labels; return to curriculum standards, the teaching process and adequacy of records.
Explore my Enneagram patternsCan I be a Secondary School Teacher, Except Special and Career/Technical Education, if I am poor at math?
Intelligence and reasoning | Observe understanding of curriculum instructions, teaching logic and grading evidence. No comparative validity evidence was obtained for these observations and assessment scores predicting high school teacher performance.
Do not use it this way:Scores do not establish whether you can learn teaching, assessment and home-school communication; test this through teaching internships, shadowing or simulated teaching and instructional reviews.
Understand my intelligence and reasoning performanceDo Secondary School Teachers, Except Special and Career/Technical Education need high emotional intelligence?
Emotional intelligence | Reflect on handling classroom disruptions, home-school communication and assessment disputes. No causal evidence links assessment scores to teaching quality or student support.
Do not use it this way:Emotional capabilities can improve through actual work, mentoring and deliberate practice; assessment scores need not define your limits.
Understand my emotional intelligence capabilitiesA better match:Able to independently complete goals, teaching, assessment, feedback and records within teaching qualifications, school authorization and curriculum standards
Note:Caution signals | First check target school classes, preparation, grading, activities, home-school tasks and scheduling, then judge whether you can accept them. Occupational context does not mean every role is identical.
Explore related occupations:This occupation's direction: Secondary School Teachers, Except Special and Career/Technical EducationA better match:Exploration signals | Willingness to work with elementary children and general or subject goals; add child development and relevant stage teaching methods, and check qualification scope separately.
Note:If you prefer high school academic teaching rather than that direction, compare this occupation's differences further.
Explore related occupations:Elementary teaching, except special education, directionA better match:Exploration signals | Willingness to work with middle school subjects and adolescent learning support; add stage-specific curriculum and student development methods.
Note:If you prefer high school academic teaching rather than that direction, compare this occupation's differences further.
Explore related occupations:Middle school teaching, except special and career/technical education, directionA better match:Exploration signals | Willingness to work with special needs and individualized education programs; add specialist training and do not treat general high school experience as assessment qualifications.
Note:If you prefer high school academic teaching rather than that direction, compare this occupation's differences further.
Explore related occupations:Secondary special education directionA better match:Exploration signals | Willingness to move toward vocational skills and practical teaching; add corresponding occupational skills, equipment safety and practical training methods.
Note:If you prefer high school academic teaching rather than that direction, compare this occupation's differences further.
Explore related occupations:Secondary career/technical education directionA better match:Exploration signals | Willingness to move toward school personnel, budgets and management; add management and statutory appointment requirements. Teaching experience does not automatically confer management authority.
Note:If you prefer high school academic teaching rather than that direction, compare this occupation's differences further.
Explore related occupations:Kindergarten through secondary education administration directionPersonality reflection | Observe willingness to explain subject content, provide rubric-based feedback and respect students. S describes occupational interests, not individual competence or employment standards.
Introversion reflection | Types do not determine fit. Teaching and assessment still require explanation to students, parents and subject teams; observe actual performance separately.
Extraversion reflection | Types do not guarantee classroom or home-school communication effects. Observe accurate explanations of grading evidence, acceptance of review and respect for student rights.
Which MBTI type best suits this occupation? No type has been proven best suited. MBTI is not an occupational qualification or ability assessment tool; occupational adjustment mainly depends on subject and teaching capabilities, teaching qualifications, safety and assessment compliance.
Which Holland interest types better suit this occupation? Its O*NET interest code is S: Social, centered on teaching, helping, advising, assisting or serving others.
Personality scores do not directly establish individual work conclusions. No high school teacher personality predictive validity was obtained this round; check actual training, qualifications and appointment separately.
Can I do this work if I am poor at math? It depends on the teaching assignment and subject. Science and mathematics need relevant quantitative and logical capabilities, while humanities emphasize other capabilities. Every subject requires understanding curriculum standards, data and records.
Does this occupation require high emotional intelligence? Emotional stability, communication and conflict handling skills are needed, but no specific assessment score is required. Lesson, home-school and classroom pressure require self-regulation and reporting according to procedures.
Can the Enneagram determine whether I fit? No. It is a self-exploration tool, not a conclusion about occupational ability or fit. Assess fit by whether you can complete teaching, assessment and records under curriculum standards and school requirements.
Editorial observation suggestion | Discuss existing or fictional teaching designs and assessment materials. No comparative evidence establishes greater effectiveness than questionnaires. Do not use actual student private information or independently handle crises for a demonstration.
Typical scenario：Scenario | Assessment criteria are ambiguous or class grade distributions unusual, and you are asked to adjust scores by impression without records.
Main roles：Teacher, subject team and school management; assessment fairness and student rights boundaries
Possible consequences：Opaque rubrics, assessment bias or inconsistency causes unfairness and disputes; failure to follow rubrics, assessment systems and evidence recordkeeping
Reduce risk：Assess using rubrics, assessment systems and student evidence and retain reviewable records. Immediately review bias or disputes and follow reporting and appeal procedures
Basis：O*NET 25-2031.00 detailed tasks and work activities · Provisions on the Protection of Minors in Schools (Ministry of Education Order No. 50)
Typical scenario：Scenario | Laboratory or activity preparation is inadequate, but you are asked to start first and complete safety paperwork later.
Main roles：Teacher, laboratory and safety managers; laboratory and activity safety boundaries
Possible consequences：Inadequate laboratory, activity, physical education or outdoor plans and protection cause injury; failure to follow activity safety, emergency and personal protection requirements
Reduce risk：Prepare and implement activities according to safety, emergency and personal protection requirements and check equipment. Stop activities immediately, isolate and report safety hazards or abnormalities
Basis：O*NET 25-2031.00 detailed tasks and work activities · Provisions on the Protection of Minors in Schools (Ministry of Education Order No. 50)
Typical scenario：Scenario | You are asked to process student grades or family information with an unauthorized third-party tool.
Main roles：Teacher, information and privacy managers; student privacy and data protection boundaries
Possible consequences：Improper use or disclosure of student personal information, grades and family data; failure to follow data minimization, access, retention and privacy requirements
Reduce risk：Use and retain student data according to data minimization, access, retention and privacy requirements. Stop immediately, report and handle data or access abnormalities under procedures
Basis：O*NET 25-2031.00 detailed tasks and work activities · Personal Information Protection Law of the People's Republic of China
Typical scenario：Scenario | A student may be bullied or shows psychological crisis signals, but you are asked to observe without reporting.
Main roles：Teacher, psychological services, moral education staff and homeroom teacher; student mental health and safety boundaries
Possible consequences：Missed bullying, psychological crisis or safety signals or delayed referrals; failure to follow crisis identification, reporting and referral procedures
Reduce risk：Follow bullying and psychological crisis identification, reporting and referral procedures and retain records. Immediately report and hand over crisis or safety signals under procedures
Basis：O*NET 25-2031.00 detailed tasks and work activities · Provisions on the Protection of Minors in Schools (Ministry of Education Order No. 50)
Typical scenario：Scenario | A home-school communication dispute arises, and you are asked to make a private promise without records.
Main roles：Teacher, students and parents; home-school communication and conflict boundaries
Possible consequences：Insufficient communication or missing records escalates home-school conflict and disputes; failure to follow school communication and record procedures
Reduce risk：Communicate and retain records according to home-school procedures. Immediately refer escalating conflict or matters beyond authorization to the school
Basis：O*NET 25-2031.00 detailed tasks and work activities · O*NET 25-2031.00 occupational profile
Typical scenario：Scenario | A student's assessment and attendance records differ from reality, but you are asked to issue conclusions using existing records and revise them later.
Main roles：Teacher and school management; records, archives and responsibility determination boundaries
Possible consequences：Missing or inaccurate teaching, assessment, attendance, support and referral records prevent traceability and responsibility determination; issuing special education, psychological or medical conclusions beyond authority or fabricating records
Reduce risk：Record truthfully under procedures and retain original records and revision trails. Never generate unverified content or issue assessment or diagnostic conclusions beyond authority
Basis：O*NET 25-2031.00 detailed tasks and work activities · Personal Information Protection Law of the People's Republic of China
| Occupational direction | Starting tasks | Evidence to prepare | Work samples you can present without experience | Difference from this occupation |
|---|---|---|---|---|
| Elementary School Teachers, Except Special Education | Elementary subject or general teaching and child development support | Teaching qualifications and internship records | A fictional elementary unit teaching design | Focuses on elementary education and child development; this occupation focuses on high school and academic subjects |
| Middle School Teachers, Except Special and Career/Technical Education | Middle school subject teaching and adolescent development support | Teaching qualifications and internship records | A fictional middle school unit teaching design | Focuses on middle school and adolescent development; this occupation focuses on high school and further education preparation |
| Special Education Teachers, Secondary School | Individualized education program implementation and support for students with special needs | Special education qualifications and internship records | A fictional individualized education program key-points sheet | Focuses on special needs and individualized education; this occupation focuses on general academic teaching |
| Career/Technical Education Teachers, Secondary School | High school vocational skills and practical teaching | Career/technical education qualifications and practical training records | A fictional practical teaching plan | Focuses on vocational skills and practical training; this occupation focuses on academic teaching |
| Education Administrators, Kindergarten through Secondary | School teaching, personnel, budget and compliance management | Educational management training and appointment records | A fictional school management key-points sheet | Focuses on school management; this occupation focuses on frontline classroom teaching and assessment |
Independent subject teaching, assessment and classroom management depend on teaching qualifications, appointment and work within school authorization, rather than education alone.
Education and training affect only the entry starting point. Proficiency in teaching design, management, assessment and feedback mainly depends on internships, shadowing, instructional collaboration and assessment results.
Special education assessments, psychological or medical diagnoses and legal liability matters must be handled by appropriately qualified roles or organizations.
Student personal information, grades and family data must follow privacy and minimum-necessary requirements and must not be sent to unauthorized environments.
This occupation works in classrooms and student interaction settings, using observation, assignments, assessments and records to judge learning, behavior and needs.
Work context shows continual student interaction, high assessment accuracy requirements, substantial student health and safety responsibility, substantial time pressure, and evening and weekend work varying by school and duties.
Curriculum standards, a textbook and unit content, student learning information, activity, laboratory and safety instructions, and sample assessment tasks and rubrics.
A blank record form for teaching goals, activities, assessment and student progress.
Prepare a teaching design for a fictional unit and complete an assessment and record explanation.
Explain learning goals and observable performance; activity, lecture, discussion and demonstration arrangements; differentiated materials and support; assessment tasks and rubrics; classroom order, safety and timing; and homework, feedback and adjustment plans.
First check curriculum standards, learning needs and safety conditions, then define learning goals, assessment tasks and activity steps.
Record learning evidence, assessment data and feedback during implementation, then review and adjust. Explicitly mark missing information and explain why you do not fill it with substitutes.
This exercise only tests process understanding and recordkeeping ability; all schools, classes, students and data are fictional.
Compile a fictional teaching design, assessment tasks and rubrics, student progress and feedback record, and safety and data protection explanation into a portfolio. Map each item to hiring requirements for subject teaching, assessment, management, safety and records.
Ask another person to review the plan and records against curriculum standards and rubrics for consistency in goals, activities, assessment and feedback. They are suitable for handover only if others can review them without reading explanatory notes.
Use one page to explain the unit's learning goals—activities—assessment evidence—student performance—adjustments and next steps, showing in interviews or mentoring how you connect goals, evidence and records.
Explain data sources, errors, access and privacy settings for your assessment, classroom interaction and learning management system (LMS) tools, and which judgments rely on experience rather than tools, demonstrating understanding of data and evidence boundaries.
| Stage | Points that may be checked | Observable evidence | Boundary note |
|---|---|---|---|
| Resume and initial screening | Relevant education, teaching qualifications and internship experience | Teaching qualifications, education and internship records | Self-assessment cannot replace teaching qualifications, appointment or school verification |
| Interview | Understanding of curriculum standards, assessment and student management | Whether you can clearly explain a unit design and assessment approach | Interview performance does not establish ability to independently lead a class or handle crises or home-school disputes |
| Teaching demonstration or probation |
Record campus safety, student protection, laboratory, activity and data protection requirements you observe.
Compile a list of observed teaching and assessment steps and criteria.
Identify the three steps you think are most prone to errors and explain why.
Explain how you would report and refer safety, bullying or psychological crisis signals.
List key points for determining assessment fairness and evidence and the steps for handling appeals.
| Qualification or preparation item | Applicable group | Role in this occupation | Whether generally required | Conditions for obtaining it | Approximate commitment | Limitations |
|---|---|---|---|---|---|---|
| Relevant subject education and teaching qualifications | All positions | Provides a qualification starting point for teaching and appointment | Dedicated teaching in China legally requires relevant teaching qualifications. Senior secondary qualification education requirements are checked as bachelor's degree or above; schools may impose additional hiring conditions | Complete relevant subject studies and teaching qualification recognition | Depends on education and recognition pathways; no uniform period was obtained this round |
Typical responsibilities：Under supervision, assist with preparation, materials and grading; do not independently lead a class or design assessment systems.
Evidence for advancement：Preparation assistance records and mentoring feedback; ability to restate curriculum standards, safety and privacy points.
Qualification boundaries：Basic subject and pedagogy training records; teaching internships.
Next step：Learn key points of curriculum standards, student learning needs, preparation and materials.
Typical responsibilities：Independently complete goals, activities, assessment, feedback and records according to curriculum standards; report abnormalities under procedures.
Evidence for advancement：Teaching design, assessment and feedback records and review comments.
Qualification boundaries：Teaching qualifications and appointment; subject teaching experience.
Next step：Gain experience across stages and subjects; practice instructional design and assessment methods.
Typical responsibilities：Undertake subject curriculum development, instructional research, mentoring and competition or graduating-class guidance.
Evidence for advancement：Curriculum development, instructional research and improvement records.
Qualification boundaries：Relevant appointment and specialized experience; complex instructional research experience.
Next step：Learn curriculum development, instructional research and assessment improvement methods.
Typical responsibilities：Coordinate subject research, grades, quality, safety and joint sign-offs, and guide newcomers.
Evidence for advancement：Coordination conclusions; instructional research, grade and quality documents.
Qualification boundaries：Relevant management appointment or school authorization.
Next step：Improve instructional research, grade and quality management mechanisms.
Typical responsibilities：Under supervision, assist classrooms, student support and records; do not independently handle crises or home-school disputes.
Evidence for advancement：Classroom assistance records and mentoring feedback; ability to restate crisis reporting and referral points.
Qualification boundaries：Basic classroom management and student development training records; teaching internships.
Next step：Learn key points of classroom management, student support, crisis identification and reporting.
Typical responsibilities：Complete classroom management, student support, home-school communication and records under school procedures; report and refer abnormalities under procedures.
Evidence for advancement：Classroom management, student support and home-school communication records and review comments.
Qualification boundaries：Appointment and homeroom teacher experience; student support experience.
Next step：Gain experience across classes and student conditions; practice class management and support methods.
Typical responsibilities：Under supervision, help organize and archive teaching, assessment, attendance and support records; do not independently make determinations or disclose externally.
Evidence for advancement：Records of assistance with organizing, checking and archiving records, and review comments.
Qualification boundaries：Basic information and safety training records; data protection and confidentiality training.
Next step：Learn standards for teaching, assessment, attendance, support records and student privacy.
Typical responsibilities：Truthfully record and hand over teaching, assessment, attendance, support, referrals and abnormalities under procedures, and manage record versions and retention.
Evidence for advancement：Teaching, assessment, attendance and support records and review comments.
Qualification boundaries：Appointment and records and compliance experience.
Next step：Gain experience across classes and stages; practice recordkeeping, traceability and data protection methods.
Implement assessment fairness, data quality, privacy and corrective actions.
Under supervision, assist with preparation, grading, classrooms and student support; do not independently lead classes or handle crises or home-school disputes.
Independently complete goals, teaching, assessment, feedback and records within teaching qualifications, school authorization and curriculum standards. Report and hand over abnormalities, safety issues or matters beyond authorization under procedures.
Able to undertake subject research, curriculum development, mentoring and competition or graduating-class guidance.
Able to arrange grade and subject-team work, implement and evaluate quality, safety, curriculum and teacher development, and coordinate multiple parties.
Wages (annual median and percentiles, data for this occupation itself)
Medians and percentiles are positions in the national annual wage distribution, not starting pay or causes of income differences; do not derive hourly wages.
What it cannot tell you：2025 U.S. median annual wage for this occupation is USD 72,040. Annual wages only; do not derive hourly wages. OEWS pretax straight-time wages include production bonuses and other specified components and exclude overtime pay, shift differentials, nonproduction bonuses and employer benefit costs. Percentiles are not experience levels or starting pay.
United States · SOC 25-2031.00 (BLS Employment Projections, as presented by O*NET)
U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
Employment size, growth and openings (data for this occupation itself)
U.S. 25-2031.00: employment of 1,087,500 in 2025, Little or no change growth for 2025—2035, and projected average annual openings of 63,500, including growth and worker replacements. Overall projections are not current vacancies, net additions or AI causation and do not establish individual outcomes.
What it cannot tell you：Coverage differs from BLS OEWS point-in-time employment estimates; do not mix them. Projections are not actual job postings. Openings are annual averages over the period and must not be read as net new jobs.
Mainland China · NBS2025 education industry averages and the ministry's 2025 enterprise teaching personnel wage levels, with populations kept separate
NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
Occupational wages and employment (statistical coverage and gaps)
NBS industry releases and enterprise teaching personnel wage levels checked this round did not provide a precise Chinese national occupational distribution for general high school teachers. Averages and broader-group wage levels do not substitute for occupational medians, starting pay or take-home wages.
What it cannot tell you：Keep U.S. and Chinese qualifications and statistical scopes separate; enterprise teaching personnel wage levels and education industry averages must not be combined into a general high school teacher income range.
These are relationships between adjacent skill sets; they do not imply automatic promotion or that no additional learning is needed.
Transferable：Subject instructional design, classroom organization and feedback records
Gaps to address：Needs additional elementary subject or general teaching and child development capabilities
View occupation detailsTransferable：Subject instruction, adolescent learning support and home-school communication
Gaps to address：Needs additional middle school subject teaching and adolescent development capabilities
View occupation detailsTransferable：Differentiated teaching, needs observation and collaborative referrals
Gaps to address：Needs additional individualized education program implementation capabilities for students with special needs
View occupation detailsTransferable：Goal design, teaching assessment and classroom organization
Gaps to address：Needs additional vocational skills and practical teaching capabilities
View occupation detailsTransferable：Teaching planning, subject-team communication and school procedure implementation
Gaps to address：Needs additional school teaching, personnel, budget and compliance management capabilities
View occupation detailsTransferable：Classroom organization, teaching materials and student support communication
Gaps to address：Needs additional teaching assistance and student support capabilities
View occupation detailsTransferable：Instructional design, grading evidence and subject-team collaboration
Gaps to address：Needs additional curriculum development, teaching coordination and instructional research capabilities
View occupation detailsTransferable：Subject instruction, source verification and assessment feedback
Gaps to address：Needs additional higher education subject and research capabilities
View occupation detailsIn 2025, U.S. median annual wage for this occupation is USD 72,040 (BLS OEWS, as presented by O*NET, data for this occupation itself). Annual wages are USD 48,780 at the 10th percentile, USD 59,980 at the 25th, USD 92,570 at the 75th and USD 107,600 at the 90th. The page provides no hourly wages and this page does not calculate them. Benefits and bonuses are excluded; the median is not entry-level starting pay. Mainland China has not established a national occupational wage distribution precisely matching this occupation.
BLS Employment Projections presented on O*NET's 25-2031.00 page show employment of 1,094,500 in 2024, Decline growth for 2024—2034 (-1% or lower; the page does not display Bright Outlook), and approximately 66,200 average annual openings over the period, including growth and replacements. Projections do not equal individual outcomes; hiring continues through turnover and replacement even as totals shrink.
O*NET places this occupation in Job Zone Four (considerable preparation needed), 7.0 to less than 8.0 (SVP 7.0 to < 8.0). Its education section reports that 77% indicate a bachelor's degree is required, 8% a post-baccalaureate certificate, and 8% a post-master's certificate (the three categories listed), with Decline growth. In mainland China, senior secondary teaching qualifications differ from other stage categories and require graduation with a bachelor's degree or above from a higher teacher education institution or another university. U.S. public school teachers require state certification or licensure. Specific requirements are subject to schools and competent authorities.
No. Learning management systems (LMS), presentations, spreadsheets and office tools are sufficient for this occupation; programming is not an entry requirement.
It will not be replaced as a whole. Systems can assist with preparation, question banks, homework data and knowledge retrieval, but appropriately qualified teachers remain responsible for teaching goals, classroom relationships, fair assessment and student safety. O*NET shows Decline growth of -1% or lower for this occupation in 2024—2034; automation changes the task mix more than it eliminates jobs.
O*NET work context shows frequent face-to-face discussions in classroom teaching and instructional collaboration, close collaboration with colleagues, parents and administrators, high assessment accuracy requirements, time pressure from lessons, examinations and grading milestones, evening and weekend work varying by school and duties, and serious consequences from erroneous or biased assessments and safety omissions.
Neighboring occupations include Elementary School Teachers, Except Special Education (25-2021.00), Middle School Teachers, Except Special and Career/Technical Education (25-2022.00), Special Education Teachers, Secondary School (25-2055.00), Career/Technical Education Teachers, Secondary School (25-2032.00), and Education Administrators, Kindergarten through Secondary (11-9032.00). Transitions require the new role's qualifications and evidence of responsibility.
This page primarily draws on O*NET 25-2031.00, U.S. BLS OEWS 2025 and BLS Employment Projections 2024—2034, with ILO and NIST research on occupational exposure and governance. All figures cover this U.S. occupation itself, not mainland China. The mainland China section records only statistical coverage and visible gaps. This page does not constitute educational, assessment, safety or legal advice.
This round checked U.S. 25-2031.00 tasks and secondary academic education scope, the 2025 annual wage table and 2025—2035 projections. For China, teaching qualifications, school appointment and student protection were separated; NBS industry averages and enterprise teaching personnel wage levels were checked with populations kept separate.
This round's access date is 2026-10-11; original registration date 2026-09-22 remains historical. Current employment projections are 2025—2035. Some education ministry originals timed out or returned 403, and the human resources release body was empty. Provisions and values were checked through official indexes, without claiming full-text access.
Source card | Source register: this page lists O*NET 25-2031.00 detailed information, industry distribution, occupational profile, detailed tasks, work activities, work context, software skills, certification directory and detailed interests, together with BLS OEWS, BLS Employment Projections, ILO, NIST and relevant neighboring occupation entries. Sources are registered separately by use for occupational identity, tasks, wages, employment, qualifications and human control.
Usage limitations：Occupational description; does not cover mainland China's teaching qualifications and curriculum systems.
Usage limitations：Occupational description; does not constitute educational, assessment or legal advice.
Usage limitations：Data for this occupation as presented on O*NET's 25-2031.00 page; growth is Decline -1% or lower, without Bright Outlook.
Usage limitations：O*NET does not mark wage data on that page as coming from a broader or neighboring occupation and provides annual wages only. This page presents data for this occupation itself without calculating hourly wages, excluding benefits and bonuses.
Usage limitations：Industry-category coverage, without occupational distinctions or a separate entry for this occupation.
Usage limitations：Broader teaching personnel aggregation; no statistical value precisely matching this occupation has been established.
Usage limitations：Subject to the statutory text and competent authority interpretations.
Usage limitations：Subject to policies and requirements published by competent authorities.
Usage limitations：Subject to policies and requirements published by competent authorities.
Usage limitations：Subject to policies and requirements published by competent authorities.
Usage limitations：Subject to regulations and requirements published by competent authorities.
Usage limitations：Task exposure does not mean jobs automatically disappear or establish a specific adoption rate.
Usage limitations：Occupational description, not for individual predictions.
Usage limitations：Not an educational, assessment, safety or legal standard.
Usage limitations：Subject to the original methodology documentation.
Usage limitations：Technology mentions do not establish capability or degree of automation.
Usage limitations：Internal coverage rules, not an external factual source.
Usage limitations：The page lists search entry points for related certifications and qualifications; certifications do not replace school and competent authority teaching qualification and appointment requirements.
Usage limitations：Training search entry points do not replace school and competent authority safety, qualification and appointment requirements.
Usage limitations：Neighboring occupation coverage, not this occupation.
Usage limitations：Neighboring occupation coverage, not this occupation.
Usage limitations：Database and classification information do not constitute authorization.
Usage limitations：Used to map titles to SOC, not as a qualification basis.
Usage limitations：U.S. distribution; does not establish a mainland China mapping.
Usage limitations：Occupational description, not a school safety, assessment or legal conclusion.
Usage limitations：No guarantee of personal wages, school hiring or professional authority.
Usage limitations：No guarantee of personal wages, school hiring or professional authority.
Usage limitations：No guarantee of personal wages, school hiring or professional authority.
Usage limitations：No guarantee of personal wages, school hiring or professional authority.
Usage 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.
Precise Chinese national general high school teacher wages, U.S. occupation-by-employer-type medians and measured AI learning effects / adoption / efficiency remain missing. All 5 U.S. annual wage percentiles were checked on the current page. Protected quick answers, Hero / FAQ / shared fact metadata retain older decline categories, 1094500 / 66200 and bonus explanations; the whole page cannot be described as consistent.
Big Five (English) · MBTI (English) · IQ (Chinese) · Big Five (Chinese)
Check guidance | This occupation centers on classrooms, laboratories, activities and home-school communication. It generally requires campus safety, student protection, emergency and occupational health training. Laboratory, physical education and outdoor activities also require safety plans, personal protection and emergency response.
Check guidance | U.S. O*NET places 25-2031.00, Secondary School Teachers, Except Special and Career/Technical Education, in Job Zone Four (considerable preparation needed), with an SVP range of 7.0 to less than 8.0 (SVP 7.0 to < 8.0). Its education section reports that 77% indicate a bachelor's degree is required, 8% a post-baccalaureate certificate, and 8% a post-master's certificate (the three categories listed). Growth is labeled Decline (-1% or lower), without Bright Outlook. In the U.S., the occupation usually requires at least a bachelor's degree; public school teachers require state certification or licensure and may need a relevant subject background.
Check guidance | This occupation focuses on teaching, communication, planning and decisions. Training and teaching others, communication, organization and planning, decisions and getting information are core activities. Assessment accuracy requirements and responsibility for student health and safety are high, time pressure is substantial, and erroneous or biased assessments have serious consequences. Include classroom and home-school workloads, emotions and stress tolerance in your checks.
Check guidance | Interfaces with subject teams, grade teams, students, parents and administrators determine teaching goals, assessment, home-school communication, authority and responsibility boundaries and must be clarified beforehand.
Check guidance | Traceability and recordkeeping requirements for teaching goals, curriculum delivery, assessment, feedback, attendance, support and referrals determine teaching and responsibility boundaries. Clarify templates, deadlines, amendment, archiving, access and retention rules beforehand. Student personal information, grades and family data must also follow privacy and minimum-necessary requirements.
Common software and systems: learning management systems (LMS), presentation software (Microsoft PowerPoint), spreadsheets (Microsoft Excel), document software (Microsoft Word) and email (Outlook).
Technology mentions do not establish degree of automation or transfer of responsibility.
| Teaching goals, classroom organization, assessment and safety awareness |
| Teaching demonstration assessments, subject-team feedback and adherence to record standards |
| Probation assessments do not equal formal appointment or homeroom or grade authorization |
| Appointment and authorization | Subject, class, curriculum and assessment authorization | Appointment, job authorization and assessment results | Obtaining a job does not confer authority over curriculum or assessment systems or student discipline decisions |
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Record disagreements with a supervising teacher over teaching, assessment or determinations and how they were handled.
Write a one-page review as a basis for deciding whether to enter the field, rather than judging by interests alone.
| Teacher education internships and teaching training | All positions | Provides a practical foundation for instructional design, classroom management and assessment | Check internships and training against education, qualification and target appointment pathways; Job Zone does not prescribe the same process for everyone | Complete teacher education internships or on-the-job teaching training and pass assessments | According to the specific education pathway; no uniform number of months or years | Internship experience does not equal formal appointment or homeroom teacher authorization |
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| U.S. state certification or licensure | U.S. public school positions | Meets statutory requirements for teaching in U.S. public schools | Usually required in U.S. public schools | Meet state certification requirements and obtain a license, possibly with a relevant subject background | According to the specific state certification pathway; no uniform duration | Private school rules usually differ |
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| Task training for laboratories, activities or support for students with special needs | Positions involving the relevant duties | Meets compliance requirements for laboratories, activities and special education settings | No uniform qualification certificate applying to all laboratories, activities or student support was obtained this round | Check task training, school authorization and relevant professionals' duties | Check actual programs; no uniform number of days or weeks | Qualification scope is subject to certificates, schools and competent authority requirements |
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| Occupational health, campus safety and student protection requirements | All positions | Meets campus safety, student protection and occupational health requirements | Generally required for all positions | Participate in training and examinations according to school and occupational health requirements | Periodic | Training and examinations do not change teaching or safety responsibility |
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| School appointment, job and curriculum authorization | All independent teaching positions | Prerequisite for independent teaching, assessment and student management | According to school and educational administration requirements | Pass assessments and work within appointment and job authorization | According to job arrangements | Job authorization does not confer authority over curriculum or assessment systems or student discipline decisions |
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Typical responsibilities：Undertake complex student support, home-school coordination, mentoring and crisis prevention.
Evidence for advancement：Complex student support and abnormality handling records.
Qualification boundaries：Relevant appointment and specialized qualifications; complex student support experience.
Next step：Learn complex student support, crisis prevention and home-school coordination methods.
Typical responsibilities：Coordinate grades, moral education, safety, student development and joint sign-offs, and guide newcomers.
Evidence for advancement：Coordination conclusions; grade, moral education and student development documents.
Qualification boundaries：Relevant management appointment or school authorization.
Next step：Improve grade, moral education and student development management mechanisms.
Evidence for advancement：Review, corrective action, traceability and audit records.
Qualification boundaries：Relevant appointment and training; review and corrective action records.
Next step：Learn assessment fairness, data quality, privacy and audit methods.
Typical responsibilities：Coordinate assessment, records, compliance, training and joint sign-offs, handle complex and disputed matters, and guide newcomers.
Evidence for advancement：Coordination conclusions; assessment, compliance and traceability documents.
Qualification boundaries：Relevant management appointment or school authorization.
Next step：Improve assessment, compliance, recordkeeping and traceability management mechanisms.
