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SOC 25-2022
Middle School Teachers, Except Special and Career / Technical Education (O*NET 25-2022.00) teach general middle school subjects, turning subject objectives into inspectable learning evidence while taking responsibility for assessment and student protection.
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.
Suited to people willing to notice student misconceptions, adjust explanations, assess consistently, and keep improving after repeated preparation and frequent family-school communication.
Start with a 90 minute fictional teaching trial: For a middle school concept, design learning objectives, a 15 minute explanation, exercises at two levels, a rubric, and feedback on three fictional answers. Then check whether you truly identified misconceptions.
If you struggle to maintain stable boundaries amid classroom disruptions, or are unwilling to document assessment grounds, protect student privacy, and escalate risks through school procedures, experience the actual work pace before deciding.
Middle School Teachers, Except Special and Career / Technical Education corresponds to O*NET 25-2022.00 and teaches general middle school subjects. U.S. SOC 25-2022 excludes special education and career / technical education; those roles' responsibilities must not be mixed into this page.
Middle School Teachers, Except Special and Career / Technical Education, teach general subjects at middle school level. U.S. SOC 25-2022 excludes special education and career / technical education; do not mix those roles' responsibilities into this page.
Career direction comparison
Compared with middle school special education teachers, general-subject teachers do not hold that role's individualized education plan responsibilities, but must still provide reasonable support and coordinate promptly under the system.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Adjacent technical or operational directions | Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. | Compared with career / technical education teachers, this role produces evidence of general-subject learning, rather than course outcomes centered on equipment, processes, safe practical training, and vocational competence. | Adjacent directions include elementary-school-teachers-except-special-education and secondary-school-teachers-except-special-and-career-technical-education |
AI impact on this career
Editorial trial hypothesis: Draft lesson plans and examples, prepare explanation outlines, and draft exercises at two levels. Actual adoption and reliable effects were not obtained; people verify key responsibilities. 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
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.
Chinese mainland salary reference
2025 education industry annual averages: Non-private 133,539 and private 63,908 yuan / year. An industry reference for employers in that industry, not a substitute for occupational wages.
The unit is ten thousand yuan / year, the year is 2025, and the surveyed population is enterprise employees. Do not combine monthly pay, lesson fees, allowances, or publicly funded roles into supposedly comparable total income.
133,539 yuan / year; annual average, not monthly pay
63,908 yuan / year; annual average, not monthly pay
Not obtained; annual average, not monthly pay
U.S. wage reference
All five 2025 annual pay percentiles were checked. Direct hourly rates are used only when the source provides them; the median is not starting pay or an individual offer.；U.S. occupation 25-2022.00: 2025 wages and 2025—2035 projections; not starting pay, Chinese wages, or personal guarantees.
| Wage level | Annual pay reference | Hourly rate publication and conversion boundaries | Explanation |
|---|---|---|---|
| 25th percentile | $58,530 | The source publishes no hourly rate; no conversion | A statistical percentile position, not years of experience.；2025 wages: 10th percentile annual pay $48,080; the source publishes no hourly rate, so no conversion is made. 25th percentile annual pay $58,530; no hourly rate published, no conversion. 50th percentile annual pay $64,370; no hourly rate published, no conversion. 75th percentile annual pay $80,490; no hourly rate published, no conversion. 90th percentile annual pay $102,540; no hourly rate published, no conversion. Percentiles are statistical positions, not experience stages or take-home income. |
Career fit guide
Observe subject explanation, checks of student understanding, criterion-based assessment, feedback-led adjustment, and stable communication. Personality tools grant no teacher qualifications.
Positive signals： Willingness to improve teaching over the long term through repeated preparation, marking, and family-school communication.
Conditions requiring caution： Can turn student misconceptions into inputs for further teaching and assess consistently.
Exploration action： If you dislike marking and records or struggle to maintain boundaries amid classroom disruption, experience the actual pace first.
Work pressure, risks, and occupational boundaries
Laboratory, sports, off-campus, or club activities may cause injuries. Follow activity plans to check conditions, supervise students, and report promptly; do not bypass the school's safety chain.
Leaking student grades, behavior, family, or psychological information harms rights. Collect only teaching-related data, limit access, and do not input actual information into unauthorized tools.
Typical scenario：Unclear assessment criteria can introduce impression bias into grades, prompting student and parent objections.
Roles most affected：Ignoring bullying, self-harm, or crisis signals may increase risk. Record observations and listen without independently diagnosing, then promptly escalate to appropriate professionals under school rules.
Possible consequence：Preparation, marking, meetings, and family-school communication can accumulate into sustained workload. Use shared preparation, priorities, communication windows, and management escalation; personal endurance cannot replace institutional support.
Entry, qualifications, and career development
The United States usually requires a relevant bachelor's degree, with state certification / licensure for public middle schools. In China, distinguish education, teacher qualification recognition, school appointment, and teaching subject; verify against that year's local notices.
Career outlook and transitions to related occupations
U.S. occupational employment in 2025—2035: 630,100→627,400; rounded growth 0%, net decline 2,700. Average annual openings of 38,800 include growth and replacement demand; not AI causality.
United States, national; distinguish employment stock, growth, net change, and openings. Generative AI net job causality was not obtained. · U.S. occupation 25-2022.00
$64,370 / year
Median annual pay (2025)
Student numbers, class sizes, and state and local finances jointly affect positions. Digital tool signals show task-tool changes, not evidence that teacher demand rises or disappears.
Does not establish：Adjacent transitions may use curriculum design, assessment, and communication skills. Secondary teaching, special education, curriculum coordination, and management each introduce responsibilities and qualification gaps to address individually.
Work mainly includes preparation, teaching, evaluation, records, and family-school communication. The O*NET work context survey shows 93% use email daily, 80% have face-to-face discussions daily, and 78% work more than 40 hours weekly.
This occupation teaches general subjects at middle school level. Elementary teachers address more foundational learning; secondary teachers address advanced courses and graduation requirements; special education teachers handle individualized education plans; career / technical teachers focus on equipment, processes, and vocational skills. Similar titles do not make duties and qualifications interchangeable.
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.
The core contribution of Middle School Teachers, Except Special and Career / Technical Education, is continually turning subject content into classroom evidence of adolescent understanding, practice, and feedback while taking responsibility for order, communication, and student protection.
Fit signals are not extraversion or a personality label. They involve noticing student misconceptions, adjusting explanations, evaluating consistently, and remaining willing to improve after repeated lesson preparation and frequent family-school communication.
A course is not about finishing the textbook; it is about producing inspectable evidence of student learning. Teachers cycle through explanations, questions, practice, feedback, and reteaching and explain the grounds for each adjustment.
The key judgment is not who is smarter, but what evidence shows whether a student is stuck on a concept, method, expression, or task understanding, then choosing restatement, examples, practice, or individual support.
Work quality depends on clear objectives, consistent assessment, feedback that enables further learning, accurate records, and protection of student rights and activity safety.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
| Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives | Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives |
Read curriculum requirements and set observable learning objectives
Prepare explanations, activities, materials, and differentiated exercises
Teach and monitor understanding, behavior, and participation
Assess assignments and tests and record progress
Adjust teaching and coordinate with parents, colleagues, and administrators
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
| Adjacent technical or operational directions |
|---|
| Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. |
| Differs from adjacent occupations in how middle school teachers handle subject objectives, outputs, and authorization chains. |
| The choice depends on whether you prefer execution, interpretation, design, coordination, or management responsibilities. |
| Adjacent technical or operational directions | Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. | Differs from adjacent occupations in how middle school teachers handle subject objectives, outputs, and authorization chains. | The choice depends on whether you prefer execution, interpretation, design, coordination, or management responsibilities. |
|---|
| Adjacent technical or operational directions | Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. | Differs from adjacent occupations in how middle school teachers handle subject objectives, outputs, and authorization chains. | The choice depends on whether you prefer execution, interpretation, design, coordination, or management responsibilities. |
|---|
| Adjacent technical or operational directions | Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. | Differs from adjacent occupations in how middle school teachers handle subject objectives, outputs, and authorization chains. | The choice depends on whether you prefer execution, interpretation, design, coordination, or management responsibilities. |
|---|
| Adjacent technical or operational directions | Form inspectable results, records, or deliverables around middle school teachers turning subject objectives into outcomes. | Differs from adjacent occupations in how middle school teachers handle subject objectives, outputs, and authorization chains. | The choice depends on whether you prefer execution, interpretation, design, coordination, or management responsibilities. |
|---|
Compared with elementary school teachers, middle school teachers face greater subject specialization and adolescent development. Teaching is usually organized by subject, while foundational learning and class coordination remain responsibilities.
When moving from Middle School Teachers, Except Special and Career / Technical Education to adjacent occupations, compare transferable skills first, then develop target-specific knowledge, tools, and qualifications.
Task trials use approved materials only; outputs require checking against original inputs
Actual occupational deployment, data authority, error, and human review evidence is required; none was obtained
Overall projections cannot prove that generative AI causes net job changes
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Lesson preparation | Set learning objectives and plan courses | Editorial trial: Draft lesson plans and examples | Check curriculum, subject facts, and student foundations |
| Explanation | Teach and check understanding | Editorial trial: Prepare explanation outlines | Teachers handle classroom interaction and immediate judgments |
| Differentiated materials | Adapt materials for different learning needs | Editorial trial: Draft exercises at two levels | Check age, difficulty, and applicable students |
| Assessment | Design tests and assess work | Editorial trial: Draft grading criteria | People check answers, fairness, and final grades |
| Feedback | Explain errors and propose next steps | Editorial trial: Draft feedback | Match actual student work and review |
| Records | Keep grades and progress records | Editorial trial: Organize approved records | Check accuracy and student information permissions |
| Family-school collaboration | Discuss student progress with parents and colleagues | Editorial trial: Draft communications | Check facts, authority, and unresolved support issues |
Insufficient evidence: Generative AI adoption rates, reliable effects, or job causality were not obtained for this occupation. Tasks, software, and overall projections cannot substitute.
The following are editorial trial suggestions for three directions within this occupation, not validated deployments.
AI primarily changesEditorial trial: Lesson plan / example question drafts
Human responsibility remainsObjectives, facts, and age appropriateness
AI primarily changesEditorial trial: Rubric and feedback drafts
Human responsibility remainsFair grading and alignment with student work
AI primarily changesEditorial trial: Record and communication drafts
Human responsibility remainsStudent information, facts, and support escalation
The human responsibility chain: From checking inputs and limiting tasks to human review, recording, and escalation.
Check curriculum, grade, and approved materials
Limit draft purposes and student data scope
People review facts, answers, and grading
Teachers confirm assessment and feedback within their duties
Retain versions and unresolved issues and escalate through school procedures
Misleads subject understanding
Control: Check textbooks and original sources
Adds ineffective learning burden
Control: Check students' prerequisite knowledge
Undermines fair assessment
Control: Review against a consistent rubric
Harms student rights
Control: Use data under school authorization
May delay actual support
Control: Record observations and escalate through school procedures
Human control points include objective setting, difficulty calibration, fair assessment, classroom relationships, and final feedback. Inputs involving student data first require authorization and school-rule checks.
Teachers must manually check facts, bias, difficulty, answers, and citation sources, retaining process evidence for adopting, modifying, or rejecting model suggestions.
Student privacy, minors' rights, intellectual property, and school procurement determine whether tools can be deployed. Personal access to a product does not equal organizational approval.
A more dependable skill investment is subject explanation, formative assessment, classroom interaction, evidence review, and safety escalation, rather than giving unverified generated content directly to students.
Adoption, reliable effects, and job causality were not obtained. Overall projections are not AI replacement timetables.
Source: Middle School TeachersOriginal source ↗
Check curriculum objectives, subject facts, student foundations, and age appropriateness.
Source: Middle School TeachersOriginal source ↗
Teachers check rubrics, answers, fairness, and actual work; final assessment follows school responsibilities.
Source: Middle School TeachersOriginal source ↗
Use only school-approved data, check access purposes and scope, and do not upload unauthorized student information.
Source: Middle School TeachersOriginal source ↗
Do not diagnose from outputs or replace specialist support; escalate through school procedures.
Source: Middle School TeachersOriginal source ↗
Check student work and changes in understanding, retaining grounds for adoption / modification / rejection. General reliable effects were not obtained.
Source: Middle School TeachersOriginal source ↗
No. Actual procurement / approval and deployment evidence require separate checks.
Source: Middle School TeachersOriginal source ↗
Compare adjacent directions by target tasks and authority; experience in the original occupation is not a transfer qualification.
Public duty and skill information can support career exploration but cannot establish Chinese market wages.
| Job direction | Industry annual wage reference | Explanation |
|---|---|---|
| Subject training | Preparation and explanation | Check teaching subject and knowledge |
| Qualification preparation | Teacher qualification and recognition | Verify examination / recognition conditions against that year's local notices |
| Classroom experience | Assessment and feedback | Check ability through teaching trials, rubrics, and improvement records |
| Advanced collaboration | Teaching research and student support | Check school appointment, teaching subject, and support authority separately |
For wage judgments, check the specific city, employer, job level, and publicly advertised conditions.
Check recruitment, subject, contracts, and pay scales; a non-private industry proxy is not teacher wages
Check employer type, role, and contract; a private industry average is not starting pay
Check whether the employer is in education and its actual duties; school qualifications and wages cannot simply be applied
When comparing Chinese jobs, separately check location, school type, employment relationship, and pay components. A parent-category proxy cannot support a city's starting pay or an individual offer.
| Median |
|---|
| $64,370 |
| The source publishes no hourly rate; no conversion |
| A statistical percentile position, not years of experience.；U.S. 25-2022.00: Employment in 2025—2035 is projected to move from 630,100→627,400, +0%, a net change of -2,700. Average annual openings of 38,800 include growth and replacement demand. The overall projection does not establish AI causality. |
| 75th percentile | $80,490 | The source publishes no hourly rate; no conversion | A statistical percentile position, not years of experience.；U.S. employment industry shares: Educational services 99%, other 1%. These are not industry wages or demand rates. |
|---|
10th wage percentile：$48,080；This U.S. occupation
25th wage percentile：$58,530；This U.S. occupation
Median wage：$64,370；This U.S. occupation
75th wage percentile：$80,490；This U.S. occupation
90th wage percentile：$102,540；This U.S. occupation
The median wage is not starting pay or an individual income promise.；Compare district pay scales, contract months, benefits, and duties. National annual pay percentiles cannot be converted into individual monthly or hourly pay.
Percentiles are positions in the wage distribution, not individual income guarantees.；Do not use direct currency conversion to rank occupations across countries; statistical populations, taxes and benefits, school systems, and pay components differ.
2025 employment stock and 2035 projection, not current vacancies.
Growth projections and annual openings are market signals, not individual hiring probabilities.
| Industry distribution | Employment shares or job checks, not industry wages | Scope explanation |
|---|---|---|
| Educational services | 99% | O*NET employment share |
| Other industries | 1% | O*NET employment share |
| Public / private schools | Check separately | Wages by subgroup not obtained |
| District / subject / contract | Check separately | Check location, pay scale, contract months, and additional duties |
Check pay scale, contract months, benefits, and additional teaching duties
Check school level, subject, state, and school type
Check state licensure, subject training, and classroom and assessment evidence
First observe interest, stress, and collaboration experiences in actual teaching.
Interest codes can only help design trials; they cannot determine classroom competence.
What abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
MBTI, Big Five, and other assessments can support self-questioning only, not teacher selection, performance prediction, or replacement of teaching trial evidence.
Do not use it this way: Interest codes describe activity preferences only; they cannot demonstrate classroom ability.
Continue RIASEC career interest explorationWhat abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Do not use it this way: The Big Five describes tendencies only; it cannot replace teaching trials or classroom evidence.
Continue RIASEC career interest explorationWhat abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Do not use it this way: Type labels cannot select teachers or predict performance.
Continue RIASEC career interest explorationWhat abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Do not use it this way: Type labels cannot predict classroom management or assessment performance.
Continue RIASEC career interest explorationWhat abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Do not use it this way: Cognitive tests do not cover classroom experience or communication judgment.
Continue RIASEC career interest explorationWhat abilities and work practices are needed for Middle School Teachers, Except Special and Career / Technical Education?
Middle School Teachers, Except Special and Career / Technical Education can use tools to assist information organization, but responsible people must still check actual adoption, authority, result release, and abnormality escalation.
Do not use it this way: Emotional intelligence tests are not evidence of collaboration or student protection.
Continue RIASEC career interest explorationFits better when: Can turn abstract concepts into examples, questions, and exercises.
Watch for: Enjoying presentation but resisting marking and adjustment.
Explore related career: Instructional CoordinatorsFits better when: Can grade against consistent criteria and give next-step feedback.
Watch for: Grading by impression or emotion rather than evidence.
Explore related career: General-subject secondary school teachersFits better when: Can maintain stable boundaries amid classroom disruption.
Watch for: Simply attributing discipline problems to student personality.
Explore related career: School administratorsFits better when: Can identify students needing professional support and coordinate.
Watch for: Independently diagnosing or bypassing professional responsibility chains.
Explore related career: Special Education Teachers, Middle SchoolFits better when: Can accurately record grades, behavior, and communication matters.
Watch for: Incomplete records or student information leaks.
Explore related career: Student development and admissions advisersFits better when: Can clearly discuss learning with parents.
Watch for: Turning family-school disagreements into confrontation.
Explore related career: Special Education Teaching AssistantsSA describes activity preferences only; examine classroom performance.
Labels cannot predict it; check preparation, assessment, and adjustment evidence.
Check sustained interaction, expression, and energy management in practice, rather than judging by type.
Marking, records, curriculum adjustment, and family-school communication are also needed.
Check the ability to give examples, ask questions, and reteach in response to student errors.
No. Check recognition, appointment, and teaching subject separately.
They reflect some cognitive characteristics only and cannot replace teaching trials and assessment.
No. Examine factual communication, boundaries, and school collaboration.
Compare actual task experiences through fictional teaching trials and review.
Complete curriculum objectives, exercises at two levels, a rubric, and feedback, then decide whether to continue.
How to reduce risk：Publish grading criteria first, retain work evidence, and calibrate consistency; disputes enter school review procedures.
Evidence：Teaching duties · Teaching duties
Typical scenario：Laboratory, sports, off-campus, or club activities may cause injuries.
Roles most affected：Subject teachers organizing activities and activity leads.
Possible consequence：May injure students and cause losses of accountability and trust.
How to reduce risk：Check conditions against activity plans, supervise throughout, and report promptly without bypassing the school's safety chain.
Evidence：Teaching duties · Teacher qualification boundaries
Typical scenario：Leaking student grades, behavior, family, and psychological information harms student rights.
Roles most affected：Teachers and administrators accessing student records.
Possible consequence：May violate minor protection and data compliance requirements.
How to reduce risk：Collect only teaching-related data, limit access, and do not input actual information into unauthorized tools.
Evidence：Teacher qualification boundaries · Teacher qualification boundaries
Typical scenario：Ignoring bullying, self-harm, or crisis signals may increase risk.
Roles most affected：Homeroom and subject teachers.
Possible consequence：May delay student protection and intervention.
How to reduce risk：Record observations, listen without independently diagnosing, and promptly escalate to professionals under school rules.
Evidence：Teaching duties · Teaching duties
Typical scenario：Preparation, marking, meetings, and family-school communication accumulate into sustained workload.
Roles most affected：Teachers teaching multiple classes.
Possible consequence：May affect teaching quality and personal health.
How to reduce risk：Use shared preparation, priorities, communication windows, and management escalation; personal endurance cannot replace institutional support.
Evidence：BLS working conditions · BLS working conditions
Typical scenario：Shared escalation rule: For assessment disputes or student safety or privacy questions, first preserve materials and limit dissemination. Refer facts and unresolved questions through the appropriate school responsibility chain before acting.
Roles most affected：Subject teachers, homeroom teachers, and grade management personnel.
Possible consequence：Can prevent further harm from insufficient evidence or exceeded authority.
How to reduce risk：Record and escalate through school procedures and await confirmation by authorized roles.
Evidence：Teaching duties · Teaching duties
| career.column.stage | career.column.task | career.column.boundary | career.column.evidence | career.column.next |
|---|---|---|---|---|
| Supervised learning | Prepare lessons and teach segments under guidance | Grading and student support follow actual appointment and school procedures; months employed do not establish authority | Lesson preparation and teaching trial feedback | Expand to independent teaching |
| Authorized subject teaching | Independently teach and assess a subject | Grading and discipline follow school procedures | Lesson plans, classroom, and grading records | Expand to unit ownership |
| Unit design and assessment | Own unit design and teaching quality | Disputes enter school review procedures | Unit design and calibration records | Expand to teaching research and mentoring |
| Teaching research improvement and mentoring | Lead subject teaching research and curriculum improvement | The school confirms authorization and compliance | Teaching research and evaluation records | Expand to cross-grade coordination |
| Curriculum and support collaboration | Lead curriculum and support systems within authorization | Do not replace school management or professional roles | Standards and mentoring records | Expand authorization according to school rules |
| career.column.scenario | career.column.action | career.column.review | career.column.evidence |
|---|---|---|---|
| Interview preparation | Organize fictional unit objectives, exercises, and grading criteria | Ask others to challenge objectives and grading grounds | Unit design and grading materials |
| At the interview | Explain how to check understanding and probe student errors | The interviewer confirms the logic of objectives | Teaching demonstration and Q&A records |
| Supervised learning stage | Complete teaching and assessment tasks under guidance | A mentor reviews classroom work and grading | Classroom and grading records |
| Job evaluation stage | Independently complete common teaching tasks and write teaching reflections | The responsible person confirms contributions and compliance | Teaching and compliance records |
| career.column.state | career.column.proof | career.column.authority | career.column.condition | career.column.gap | career.column.owner | career.column.next |
|---|---|---|---|---|---|---|
| Education | Usually a bachelor's degree in the United States; check Chinese education and examination / recognition requirements against that year's local notices | Education authorities and employers | Verify by subject and school level | Education does not equal teacher qualification | Employer | Check against job requirements |
| Teacher qualification | Obtain teacher qualification for the school level and subject | Education authority | Verify under local recognition procedures | Qualification does not equal hiring | Education authority | Check recognition scope |
| School appointment | Appointment follows job and school procedures | Employer | Verify recruitment and employment procedures | Appointment does not equal an established public staffing post | Employer | Check the employment relationship |
| Teaching subject | Determine by subject background and position | Employer | Verify against subject needs | One subject does not equal all courses | Employer | Check the teaching subject |
| Criminal record, health, and other requirements | Submit evidence under local rules | Education and competent authorities | Verify against local rules | One document does not replace other conditions | Competent authority | Check against the list |
| In-service training and continuing education | Complete required credits or hours | Education authority and school | Verify by cycle | Training does not replace teacher qualification | Education authority | Confirm by cycle |
Typical scope：Prepare lessons and teach segments under guidance.
Readiness evidence：Preparation and teaching trial feedback (editorial suggestion).
Credential boundary：Relevant subject training and teacher qualifications (verify under local rules).
Next moves：Validate lesson preparation and explanation ability.
Typical scope：Independently teach subjects and adjust classroom instruction.
Readiness evidence：Reviewable lesson plans, classroom records, and feedback.
Credential boundary：Teaching trial and classroom records.
Next moves：Teach independently and accept feedback.
Typical scope：Own unit design and teaching quality.
Readiness evidence：Unit design and assessment records.
Credential boundary：Unit ownership experience.
Next moves：Lead unit teaching and improvement.
Typical scope：Establish teaching research standards and mentor.
Readiness evidence：Teaching research materials and mentoring records.
Credential boundary：Teaching research and mentoring records.
Next moves：Expand teaching research and mentoring responsibilities.
Typical scope：Use grading criteria and feedback templates under guidance.
Readiness evidence：Grading exercises and calibration feedback (editorial suggestion).
Credential boundary：Relevant subject training and teacher qualifications (verify under local rules).
Next moves：Validate criterion-based grading ability.
Typical scope：Independently grade against criteria and provide feedback.
Readiness evidence：Grading samples and feedback records.
Credential boundary：Assessment and feedback experience.
Next moves：Undertake independent assessment and feedback.
Typical scope：Own subject assessment and consistency calibration.
Readiness evidence：Assessment plans and calibration records.
Credential boundary：Assessment system experience.
Next moves：Lead assessment systems and calibration.
Typical scope：Observe classrooms and record behavior under guidance.
Readiness evidence：Classroom observation records (editorial suggestion).
Credential boundary：Education- or psychology-related training (verify under local rules).
Next moves：Validate classroom observation and recording ability.
Typical scope：Independently handle common classroom and communication matters.
Readiness evidence：Classroom and communication records.
Credential boundary：Class management experience.
Next moves：Handle common class and communication matters.
Typical scope：Own student support and escalation processes.
Readiness evidence：Support and escalation records.
Credential boundary：Student support experience.
Next moves：Lead student support and escalation.
U.S. public middle schools usually require a bachelor's degree and state certification or licensure. Private schools and states differ; check the target jurisdiction rather than assume one national pathway.
In interviews or teaching demonstrations, explain why you chose an example, how you check understanding, how you question errors, and when classroom safety or sensitive information requires escalation.
Do not include actual student work, grades, or family information in public portfolios. Use fictional or sufficiently de-identified materials and follow school authorization and data policies.
Moving into secondary teaching, special education, curriculum coordination, or school management requires corresponding school-level, specialist support, curriculum system, or management qualifications. Teaching years alone do not permit transfer.
United States · U.S. occupation 25-2022.00
38,800 openings / year
Average annual openings
Average annual growth and replacement demand, not a ten-year total or net change
Does not establish：U.S. occupational scope; no mainland China correspondence is inferred.
United States · U.S. occupation 25-2022.00
630,100→627,400; rounded 0%; net decline 2,700
Employment size and change
Overall projection, not AI causality
Does not establish：U.S. occupational scope, not an individual's hiring probability.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Curriculum understanding, explanation, and classroom organization.
Build next：Elementary-level learning foundations and class coordination.
View career profileTransfers：Subject content and assessment design.
Build next：More advanced subject content and graduation requirements.
View career profileTransfers：Differentiated support and awareness of individualized plans.
Build next：Special education assessment and individualized education plans.
View career profileTransfers：Curriculum and instructional design.
Build next：Curriculum systems and teacher professional development.
View career profileTransfers：School operations and personnel coordination.
Build next：Budgeting, regulations, and personnel management.
View career profileTransfers：Communication, listening, and developmental support.
Build next：Counseling theory and admissions guidance qualifications.
View career profileTransfers：Adult learning and curriculum adaptation.
Build next：Adult learning motivation and assessment.
View career profileTransfers：Practical training tasks and safety standards.
Build next：Equipment, processes, and occupational standards.
View career profileLook at observable behavior: Can you notice misconceptions and adjust explanations, assess consistently, and maintain boundaries amid classroom disruption? The SA interest code describes activity preferences only; it cannot determine competence or qualifications.
Example question, material, exercise, and feedback drafts are more readily assisted. Objective setting, difficulty calibration, fair assessment, and student safety judgments remain mainly human tasks. Available material supports task-level assistance assessments only.
Curriculum objectives, material accuracy, assessment and fairness, student privacy and safety, and individual student cases must remain with qualified and authorized teachers under school procedures. Tool outputs must not be used as a basis for grading or safety conclusions.
The sources used here do not establish exact national wages for public middle school teachers. The available parent proxy is the 2025 median for enterprise teaching personnel, 5.31 ten thousand yuan / year (P10—P90: 3.00 ten thousand—13.33 ten thousand yuan / year). It describes enterprise teaching personnel only, not public-school staffing or local benefits.
BLS OOH: 2024 U.S. median annual pay for this occupation was $64,370; the 10th percentile was below $48,080 and the 90th percentile above $102,540. Percentiles are statistical positions, not individual take-home income.
U.S. public middle schools usually require a bachelor's degree and state certification or licensure; private schools and states differ. In mainland China, distinguish teacher qualification, recognition, school appointment, and subject assignment. Specific requirements follow local education authorities and employers.
When student identity, assessment grounds, privacy authorization, or safety conditions are unclear, do not publish, grade, or share externally. Retain materials and escalate to the appropriate role through school procedures.
BLS projects U.S. occupational employment at about 630,100 for 2024—2034, with about 0% change (official net decline 2,600) and about 38,800 average annual openings, including replacement demand. Openings do not equal net new jobs.
Value lies in turning subject content into inspectable learning evidence and supporting student development. The work also involves strict standards, student protection duties, and extended family-school communication; classroom presentation alone cannot measure quality.
U.S. occupational statistics, Chinese education industry proxies, and editorial suggestions are separate. Work samples do not replace teacher qualifications or school appointment. Student information requires approval; full-page publication was not performed.
Nine-module review 2026-10-11
O*NET25-2022.00 tasks, 2025 wages and 2025—2035 projections; National Bureau of Statistics industry reference
Limitations：Projections are not personal guarantees.
Limitations：Does not equal the U.S. system.
Limitations：Not legal advice for individual cases.
Limitations：Follow specific provisions and school procedures.
Limitations：Does not provide wages or individual school recruitment conditions.
Limitations：Not exact wages for public middle school teachers.
Limitations：Does not establish Chinese qualifications or wages.
Limitations：Does not equal adoption rates or replacement.
Limitations：2025 wages and 2024 distributions retain separate periods.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：O*NET OnLine presents BLS OEWS wage data; preserve the displayed period, worker population, geography and unit. A direct BLS access failure does not invalidate this opened O*NET page.
Limitations：Use only for the stated O*NET occupation, US market and page subject. It does not establish a China mapping, China pay, or legal authorization.
Limitations：Does not measure adoption rates or employment.
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.
2025 annual pay at five percentiles: 48080 / 58530 / 64370 / 80490 / 102540. The source publishes no hourly rates, so none are converted. Rounded projected growth of 0% is distinguished from a net decline of 2700. Chinese education industry annual averages are not teacher occupational wages.
English MBTI test · English Big Five test · Chinese MBTI test · Chinese Big Five test
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
Middle School Teachers, Except Special and Career / Technical Education: Middle school teachers turn subject objectives
Typical scope：Maintain assessment standards and mentor.
Readiness evidence：Assessment standards and mentoring records.
Credential boundary：Assessment standards experience.
Next moves：Expand assessment standards responsibilities.
Typical scope：Maintain support processes and coordinate with professional roles.
Readiness evidence：Support process and coordination records.
Credential boundary：Support process experience.
Next moves：Expand support system responsibilities.
