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SOC 25-1199
Postsecondary teachers teach subject courses, design syllabi, assignments and assessments and advise students at higher education institutions such as universities, colleges and community colleges; some positions also conduct research, publish and take part in departmental service. The specific balance of teaching and research varies with the school, subject and appointment type. The US wages and employment on this page use the BLS Postsecondary Teachers aggregate page; O*NET 25-1081 is only a task sample for education teachers.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+50+25)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Those who prefer continued teaching and research can continue checking specific subject positions; those who prefer operations management can compare postsecondary education administrators.
Self-check: the rubric corresponds to the course objectives, grading reasons can be reviewed, AI-generated content has its sources and bias checked by a person, and grade changes follow institutional rules.
Safe trial: using the fictional course U with 30 students, 2 assignments and 1 feedback revision, write one page of objectives, a rubric, an anonymous sample and improvement notes; do not use real student records.
First choose the subject and institution type: college teachers focus on course design, teaching, assessment and student advising; the weight of research, publication and departmental service depends on the position.
The BLS aggregate page covers several higher education subjects; O*NET 25-1081 provides concrete task samples only for education teachers. Course design, teaching, assessment and student advising may be common, while research and appointment conditions must follow the actual subject and institution.
This page covers the BLS Postsecondary Teachers aggregate occupation: teaching subject courses at post-secondary institutions, possibly with research and academic service. O*NET 25-1081 Education Teachers, Postsecondary is only one detailed position in the education subject and cannot represent all college teachers.
Career direction comparison
Adjacent occupations are compared by student group, main outputs, appointment conditions and formal assessment authority, without borrowing wages and qualifications.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Postsecondary education administrators | Institutional arrangements, services and resource coordination | Coordinating teaching assessment and institutional management carry different responsibilities | Those who prefer rules, student services and staff coordination can compare this |
| Secondary school teachers | Secondary school course teaching, assignment assessment and student support | The student group, education stage courses and qualification systems differ |
AI impact on this career
Existing research discusses text task potential and risks and cannot give a replacement probability for college teachers. Drafts can assist, but subject accuracy, grading fairness and student support remain the responsibility of people. 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+50+25)/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
The US BLS aggregate page and Chinese college teacher appointment conditions are not mutually recognized.
China's Higher Education Law provides for teacher qualification, professional title and appointment systems; specific subject and school position announcements and qualification recognition are checked separately, and US doctoral characteristics cannot replace Chinese thresholds.
133539 yuan/person/year; the 2025 complete education industry pre-tax annual average, not college teacher occupational wages.
63908 yuan/person/year; the 2025 complete education industry pre-tax annual average, not college teacher occupational wages.
Insufficient evidence: no Chinese nationwide median, percentiles or individual monthly pay for college teachers on the same basis were obtained.
US salary reference
The BLS OOH aggregate page gives a 2025 median of 85,330 USD; 2025 employment of 1,378,200 rising to a projected 1,476,400 in 2035, growth of 7%, a net increase of 98,200, and about 103,300 openings per year. The four industry lines are the median for this aggregate occupation in different school industries, not an individual quote; the 25th/75th percentiles were not obtained from this aggregate source. The OOH aggregate page is about 1,378,200 to 1,476,400, about 7%, with about 103,300 openings per year; the 25-1000 set in table 1.2 is different. The 85,330 USD/year is the US aggregate median and does not apply to China.
| Wage statistical position | Annual wage reference | Conversion boundary | How to understand this position |
|---|---|---|---|
| Lowest 10% | below 49,540 USD/year | Official annual wage, not individual monthly income | The lowest 10% earn below 49,540 USD/year; not a new hire starting salary. |
| Median (50%) | 85,330 USD/year |
Career fit guide
Continuous preparation, clear explanation, evidence-based grading and accepting feedback are more checkable than a personality label.
You may be better suited to： Willing to check subject sources, explain repeatedly and grade fairly, you can continue with a teaching demonstration and check the position requirements.
These situations need caution： If you are unwilling to prepare lessons, be challenged or give continuous feedback, do a short exercise and review it first.
Do an entry exercise： Complete objectives, a micro-lesson plan, A/B grading and feedback revision using entirely fictional course U materials.
Work pressure, risks and occupational boundaries
The main risks involve course objectives, grading, student data, academic integrity and time scheduling; preserve the source basis first and handle matters under school procedures.
BLS is used for the aggregate task environment and O*NET only for the education sample; privacy is checked separately under China's PIPL and US FERPA.
Typical scenario：The fictional course U teaches mean and median but grades only on the number of words written.
Roles most affected：Course teacher, students and course lead
Possible consequence：Misalignment between objectives and assignments makes learning outcomes impossible to test fairly.
How to reduce risk：First check that objectives, questions and rubric correspond, then teach and assess.
Entry, qualifications and career development
Complete the fictional course U teaching loop first, then check the specific subject and institution announcement.
| Entry-level jobs | What you mainly do at the start | What employers usually look at |
|---|
Career prospects and moves to related occupations
The BLS OOH aggregate page: about 1,378,200 in 2025 to about 1,476,400 in 2035, growth of about 7%, with about 103,300 openings per year.
United States · The BLS OOH higher education teacher aggregate line, with no single detailed SOC
1,378,200 (2025)→1,476,400 (2035); growth of 7%
Employment and projected growth
A ten-year net increase of 98,200; total growth of 7%, not an annual addition rate.
Does not establish：Aggregated across subjects; cannot infer a specific school, Chinese employment or AI causation.
Design and teach courses, assess learning and advise students at a university, college or community college; research and departmental service depend on the position.
No. 25-1081 is the education teacher breakout; the US wages and employment on this page use the BLS Postsecondary Teachers aggregate page.
Write course objectives, assignment rubrics and anonymous feedback revisions for the fictional course U, without using real student data.
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.
Observable signals: can turn course objectives into gradeable activities and feedback, and verify teaching evidence, student differences and academic integrity.
Set course objectives, teaching activities and assignment rubrics; do not treat covering the textbook as students having learned.
Academic advising does not automatically cover psychological treatment or formal enrolment changes.
College teachers mainly carry the teaching assessment of authorized courses; administration, course coordination and professional counselling each have their own responsible bodies.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Core purpose | Promote subject learning and assess student outcomes on evidence. | Administrative and counselling positions have different main purposes, and teacher guidance does not replace their professional services. |
| Main objects and basis | Students' prior knowledge, course objectives, subject basis and the published rubric. | Different positions face institutional rules, cross-course standards or counselling needs. |
| Core process | Design objectives → teach → collect assignments → assess → give feedback and improve. | Administrative coordination, course coordination and professional counselling follow their own position processes. |
| Main outputs | Course materials, grading evidence, student feedback and research outputs required by the appointment. | Adjacent positions deliver institutional plans, course standards or professional counselling records. |
| Responsible party | The course teacher is responsible for the authorized teaching assessment, and the department reviews disputes under the rules. | Formal responsibility for admissions, enrolment, funding and counselling follows the school's arrangements. |
| Authority and approval | Grade against the published rubric; formal grade changes and appeals follow school procedures. | Changing enrolment, disclosing records and professional counselling each require explicit authority. |
| Conclusion boundary | BLS is US aggregate data, and subject and appointment conditions are not uniform. | Teaching experience cannot infer an administrative appointment or a counselling licence. |
according to subject and departmental standards.
adjusted according to learning evidence.
keep grading and appeal evidence.
professional counselling is a separate duty.
whether it is required depends on the appointment contract.
exercises use fictional materials only.
First check the jurisdiction, subject, school type, contract and authority, then compare wages and career development.
The usual US doctoral requirement and Chinese qualification recognition are separate; the actual announcement takes precedence.
Confirm full-time or part-time status, course numbers, research requirements and the contract period.
The course U 20-minute plan, rubric and anonymous feedback are practice work samples only.
Student data uses approved systems only; public work samples use entirely fictional materials.
The same rubric can be used to re-grade and explain differences, and appeals follow school procedures.
| Those who prefer teaching teenagers a subject should check local qualifications first |
| Instructional coordinators | Course materials, teaching standards and teacher training support | Individual teaching and cross-course coordination are at different work levels | Those who prefer revising courses and supporting teachers can compare this |
|---|
| Educational, guidance and career counsellors | Education and career counselling, guidance and development programmes | Subject learning guidance differs from professional education and career counselling | Those who prefer long-term individual counselling should check training and licensure |
|---|
| College teachers: teaching-focused work emphasis | Syllabus, two assignment rubrics, feedback revision | Mainly teaching, preparation and grading, with research obligations checked by appointment | Willing to explain concepts repeatedly and change the course based on learning evidence |
|---|
| College teachers: research-and-teaching work emphasis | Research outputs and teaching assessment evidence are presented separately | Research and teaching run in parallel and are not a separate statistical occupation | Willing to continue subject research and take on teaching and advising |
|---|
College teachers focus on subject teaching, assessment, student advising and some research; management positions focus on institutional coordination.
When choosing a position, first check the subject, doctoral or master's requirements, the teaching and research balance, the contract and the promotion system.
Explanations and question drafts can assist; subject, difficulty and assessment basis must be checked by people.
The degree of adoption requires measured data at the firm or position level. None of the clickable sources in this module contain an adoption rate study for higher education teachers; employer expectation surveys and exposure indices are not adoption rates.
BLS projects US OOH aggregate employment growth of 7%, which is not AI causation or an individual employment guarantee. Insufficient evidence: no measured data were obtained on generative AI adoption, time savings, errors, replacement or net employment causation for this aggregate occupation, and single-subject results cannot be extrapolated to all teachers.
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Instructional design | Write learning objectives and diagnostic questions | Can assist in drafting objectives and question text; no adoption rate measured. | The teacher checks objectives, accuracy and difficulty |
| Lesson preparation | Prepare handouts and concept explanations | Can draft explanations or structure, but errors still need checking. | Check original subject materials and citations |
| Classroom teaching | Design discussion and teaching activities | Can propose alternative activities, but real classroom suitability is judged by the teacher. | Check students' prior knowledge and classroom responses |
| Assessment | Mark assignments and examinations | Can suggest grading descriptions but does not directly change formal grades. | Re-grade against the original assignment and published rubric |
| Student support | Feedback and student questions | Can polish anonymous feedback, but individual support and responsibility rest with the teacher. | Check that the feedback is accurate and actionable |
| Research-and-teaching positions | Research and academic writing | Can organize approved materials but cannot treat fabricated citations as research evidence. | Check research methods, ethics and citations |
| Course improvement | Review and revise the course | Can summarize approved feedback, but adoption and effect need separate measurement. | Check actual learning evidence and departmental standards |
The research objects and measures differ; the results below cannot be converted directly into a college teacher unemployment or replacement rate.
The following are task-based editorial working methods; they do not measure adoption rates or teaching effectiveness in this occupation.
AI primarily changesCan draft concept explanations, practice questions and handout outlines.
Human responsibility remainsThe teacher checks subject correctness, prior knowledge, course objectives and difficulty.
AI primarily changesCan suggest rubric descriptions and anonymous feedback wording.
Human responsibility remainsThe teacher reviews against the original assignment and published rubric, and formal grades are handled under authority.
AI primarily changesCan assist in organizing approved research materials and course feedback.
Human responsibility remainsResearchers check citations, methods, ethics and conclusions; teachers check course changes.
Treat tool output as a draft pending review, and clarify the responsibility, sources and revision basis at each stage.
Check the learning objectives, students' prior knowledge and public work sample boundaries.
Process only fictional or approved inputs; generated drafts are not written directly into formal grades.
Review against the original subject sources, assignment evidence and rubric.
Keep the question text, rubric version, human grading and feedback revision reasons.
Formal assessment, data disclosure and appeals are each the responsibility of authorized people under institutional procedures.
Wrong explanations or fabricated citations mislead students.
Control: Check each item against the original sources and delete or correct unsupported content before teaching.
Student work and grades may contain personally identifying information.
Control: Practise with fictional samples; real records are handled under the applicable jurisdiction and school permission.
Non-reproducible question or rubric output makes grading disputes hard to review.
Control: Keep the input, tool and rubric version and do not treat generated results as final grades.
Wrong units, calculations or point values in questions produce unfair assessment.
Control: Recompute with a human reference answer and boundary samples, and do not accept something just because it looks plausible.
Without human review, wrong handouts or feedback enter the classroom.
Control: Designate a teacher to check subject, rubric and feedback, and keep the revision and escalation records.
First practise objectives, rubrics and feedback with the fictional course U, then try revocable drafts in approved tools.
Check the subject basis and difficulty question by question; compare human rubrics with tool suggestions, with grading still following school procedures.
Check original papers, citations and research permissions; keep course and research outputs on separate records.
First confirm the data, tool and responsibility boundaries and do not run unapproved trials with student data.
There is no evidence supporting an overall replacement rate for this occupation. First test specific task quality; teachers remain responsible for authorized teaching assessment.
Source: ILO exposure method; the applicability to this occupation is an editorial synthesis.Original source ↗
Coding is not set as a unified threshold for the whole occupation; subjects and tools differ, so master teaching assessment and source verification first.
Source: NIST risk framework; the learning order is an editorial suggestion.Original source ↗
Text explanations, question and feedback drafts can be trialled as assistance, but difficulty, bias and citations must be reviewed; no task adoption rate has been established.
Source: GPTs are GPTs task potential research; the teaching mapping is an editorial judgment.Original source ↗
The OOH projects 7% aggregate growth in the US for 2025–2035; this cannot infer change in every subject, school or China.
Source: BLS OOH higher education teacher aggregate page.Original source ↗
A tool does not gain formal grading authority by generating a score; teachers must review against the rubric and institutional procedures.
Source: NIST risk management; grading authority follows school rules.Original source ↗
The existing citations contain no reliable prediction of a year when college teachers disappear; task exposure is not a timetable.
Source: The adoption timing limitation in GPTs are GPTs.Original source ↗
First learn objective design, subject accuracy, rubrics and feedback, then use fictional samples to check approved tools.
Source: NIST is used for risk, human review and responsibility allocation; the teaching learning order is an editorial suggestion, not an education task material link or a measured value ranking.Original source ↗
First use the entirely fictional course U exercise to check objectives, activities, grading and feedback, then assess tools against the real appointment and authority.
Insufficient evidence: no Chinese nationwide college teacher employment projection, openings or wage percentiles on the same basis were obtained.
| Education background | Common position directions | Notes and verification suggestions |
|---|---|---|
| Degree requirements | Specific college teaching positions | US BLS usually requires a doctorate for four-year colleges, which is not a unified Chinese statutory threshold. |
| Position training | Courses, subject research, grading and student advising | Schools may have their own appointment and teaching assessment rules. |
| Relevant experience | Subject research, teaching assistantship or practical experience | Some subjects value practical experience, but it does not automatically lead to appointment. |
| Cross-field background | Professional practice or education technology | Subject knowledge transfers, and teaching and assessment capability must be added. |
The US OOH annual average of 103,300 openings applies only to its aggregate scope.
The balance of teaching, research and service depends on the school and appointment.
Can serve as evidence, but hiring and pay and benefits are checked separately.
Course capability transfers, and the education stage, qualifications and assessment responsibility differ.
Insufficient evidence: this page has no reliable estimate of AI-caused wage changes for Chinese college teachers.
| Official annual wage, not individual take-home pay |
| 85,330 USD/year is the median, not an individual guaranteed income. |
| Highest 10% | above 203,580 USD/year | Official annual wage, not individual take-home pay | The highest 10% earn above 203,580 USD/year; not an income ceiling. |
|---|
Salary · 10th percentile：below 49,540 USD/year；The BLS May 2025 lowest 10% earn below this value； not a new hire starting salary.；BLS aggregate information
Salary · 25th percentile：not obtained；The sources on this page do not give the aggregate occupational 25th percentile.；BLS aggregate information
Salary · median：85,330 USD/year；The BLS May 2025 aggregate median, not an individual quote.；BLS aggregate information
Salary · 75th percentile：not obtained；The sources on this page do not give the aggregate occupational 75th percentile.；BLS aggregate information
Salary · 90th percentile：above 203,580 USD/year；The BLS May 2025 highest 10% earn above this value； not a ceiling.；BLS aggregate information
The 25th/75th percentiles were not obtained from this page's sources and are not interpolated by grade.
An official annual wage cannot infer an individual's take-home pay; full-time and part-time hours, the appointment contract, teaching load and deductions are checked separately, and an individual annual salary is not constructed from the median.
The OOH aggregate page and the 25-1000 Summary data in table 1.2 are different sets and cannot be mixed.
Doctoral, master's or practical experience requirements depend on the school and subject; full-time or part-time status, region, teaching and research duties and the contract affect individual conditions, and a degree does not guarantee hiring or income.
| Industry | Annual wage median／statistical status | How to understand this value |
|---|---|---|
| State colleges, universities and professional schools | 96,120 USD/year | The annual wage median for this aggregate occupation in this school industry; not a specific subject or individual quote. |
| Private colleges, universities and professional schools | 89,660 USD/year | The annual wage median for this aggregate occupation in this school industry; not a specific subject or individual quote. |
| Local government junior colleges | 81,640 USD/year | The annual wage median for this aggregate occupation in this school industry; not a specific subject or individual quote. |
| State junior colleges | 68,160 USD/year | The annual wage median for this aggregate occupation in this school industry; not a specific subject or individual quote. |
Subject, school and appointment type differ; an overall median cannot quote individual pay and benefits.
Wages differ by subject and institution and cannot be quoted from the overall figure.
Appointment type affects work and pay and benefits, and an individual wage cannot be inferred from the overall median.
BLS OOH aggregate page 2025 employment, not mixed with the 25-1000 Summary in table 1.2.；BLS aggregate information
OOH aggregate page: about 1,378,200 in 2025 and about 1,476,400 in 2035, a net increase of about 98,200.；BLS aggregate information
Annual average openings include replacements and are not net additions.；BLS aggregate information
The education breakout interest values were not used to represent all college teachers; different subjects and appointment tasks are checked separately.
Enjoying deep engagement with a subject and supporting students can be tested through the course U objectives, rubric and feedback; this is an editorial suggestion.
Which Holland interest type is closer to higher education teachers?
RIASEC can be used to raise exploration questions; this page sets no unified code or score for college teachers in all subjects.
Do not use it this way: An interest self-test is not proof of qualification, appointment or performance.
Test my Holland career interestsWhich Big Five traits are more relevant to this job?
Lesson preparation plans, evidence-based revision and fair feedback can be observed as working methods; no Big Five hiring cut-off is set.
Do not use it this way: Big Five scores do not replace a teaching demonstration, a teaching sample or actual qualifications.
View my Big Five personality traitsCan MBTI be used to judge whether I suit higher education teacher work?
MBTI can describe preferences but cannot judge suitability from a type.
Do not use it this way: MBTI type does not determine classroom ability, research ability or grading authority.
Learn about my MBTI preferencesCan the Enneagram show whether I suit this occupation?
The Enneagram can prompt self-reflection questions but cannot screen college teachers.
Do not use it this way: Do not infer fair grading, subject qualifications or appointment from an Enneagram type.
Explore my Enneagram patternsCan I work as a higher education teacher if I am not good at math?
Maths demands vary by subject; check the course requirements and actual reasoning tasks first, and do not use a single IQ threshold.
Do not use it this way: A score does not grant teacher qualification, and applied subjects may also have licensure or practice requirements.
Learn about my intelligence and reasoning performanceDoes higher education teacher work require high emotional intelligence?
Responding to confusion, explaining feedback and handling disputes can be observed through behaviour practice, with no unified emotional intelligence threshold.
Do not use it this way: Friendly communication cannot replace subject accuracy, fair grading or the school appeal process.
Learn about my emotional intelligenceFits better when: Likes cross-course improvement and supporting teacher training
Watch for: Course collaboration experience does not automatically grant institutional authority.
Explore related career: Instructional coordinatorsFits better when: Likes teaching a subject to teenagers and daily student interaction
Watch for: Check the education stage qualification, class and student support duties separately.
Explore related career: Secondary school teachersFits better when: Likes research materials, survey data quality and research collaboration
Watch for: A research assistantship is not an independent teaching appointment.
Explore related career: Social science research assistantsFits better when: Likes coordinating rules, staff, resources and student services
Watch for: Administration is a separate appointment and is not gained from teaching experience.
Explore related career: Postsecondary education administratorsFits better when: Likes adult workplace training, needs and effect assessment
Watch for: Corporate training differs from a degree course and formal grades.
Explore related career: Training and development specialistsFits better when: Likes individual education and career counselling and long-term support
Watch for: Professional training and licensure are checked separately by jurisdiction and position.
Explore related career: Educational, guidance and career counsellorsWillingness to delve into a subject, explain concepts and assess fairly can serve as an exploration signal, verified with a teaching work sample.
Introverts can also teach; first do a teaching demonstration and office hours, and check clear expression and sustained student interaction.
Extroversion helps interaction, but you still need to prepare subject materials, listen and grade against the rubric.
This page contains no evidence supporting any one best MBTI type; compare actual teaching tasks.
No unified Holland code is set; explore interests through subject teaching, research and student support practice.
This page establishes no evidence that personality scores predict performance in this occupation and they cannot replace work samples and actual assessment.
Maths demands follow the subject taught; check the specific course first, and the basic statistics exercise is only one example.
Practise listening, specific feedback and dispute communication; no unified emotional intelligence threshold is needed.
The Enneagram only helps reflection and does not infer suitability or hiring probability.
Compare the course U syllabus, rubric, grading basis and feedback, then look at preferences for teaching, course coordination or research tasks.
Evidence：O*NET education college teacher task samples · BLS college teacher aggregate information
Typical scenario：A and B use different rubric versions but their scores are merged directly.
Roles most affected：Course teacher, grading reviewer and appealing student
Possible consequence：Mixing rubric versions gives the same evidence different scores.
How to reduce risk：Keep the original assignment and rubric version, recheck, and escalate under the school appeal process.
Evidence：O*NET education college teacher task samples · BLS college teacher aggregate information
Typical scenario：Uploading assignments with names and student numbers to external tools.
Roles most affected：Students, teachers and data authorization managers
Possible consequence：Sending real work or grades externally may leak personal information.
How to reduce risk：Stop using unapproved input, report under the school data process, and use fictional materials for public practice.
Evidence：Personal Information Protection Law of the People's Republic of China · BLS college teacher aggregate information
Typical scenario：The tool generates a non-existent paper for the mean explanation.
Roles most affected：Course teachers, researchers and learners
Possible consequence：Wrong explanations or fabricated citations mislead learning and research.
How to reduce risk：Check original subject materials, citations and AI use rules, and delete or correct unsupported content.
Evidence：O*NET education college teacher task samples · BLS college teacher aggregate information
Typical scenario：Assignment feedback is due on the same day as the research report, with no time reserved for review.
Roles most affected：Research-and-teaching teachers, students and departments
Possible consequence：Overlapping teaching, grading and research deadlines may affect preparation and feedback.
How to reduce risk：List tasks and deadlines against the contract and coordinate a workable arrangement with the department.
Evidence：O*NET education college teacher task samples · BLS college teacher aggregate information
Typical scenario：Course U's 1/8 score is challenged, and only a verbal reply was given with no basis kept.
Roles most affected：Students, course teachers and the departmental appeals position
Possible consequence：Without a clear recipient and deadline, disputed feedback cannot be tracked.
How to reduce risk：Record the original assignment, rubric, student request, responsible person and handling status, and hand over under school procedures.
Evidence：O*NET education college teacher task samples · BLS college teacher aggregate information
| How to prove yourself without experience |
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| Differences from other directions |
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| Graduate teaching assistant | Leads discussion, answers questions and marks under a teacher's supervision. | Subject knowledge, teaching preparation and feedback. | Course U 20-minute micro-lesson, rubric and anonymous feedback. | A teaching assistant duty is not an independent appointment. |
|---|---|---|---|---|
| Community college teacher | Teach, assess and advise students against the course standards. | Some positions accept a master's degree; according to the subject announcement. | Syllabus and two assignment assessment packs. | More teaching-focused, with research requirements varying by school. |
| University lecturer or part-time teacher | Teach and grade the appointed course. | Subject qualifications, teaching examples and practical experience. | One reviewable micro-lesson and rubric. | A part-time contract differs from a full-time research position. |
| Research-and-teaching teacher | Teach courses and conduct subject research or publish. | Four-year universities usually require a doctorate, and research output depends on the position. | Course and research outputs are presented separately. | Research and teaching are both weighted, which is not true of all positions. |
| Postsecondary education administrators | Coordinate the department, student services, staff or budgets. | Check the 11-9033 management position requirements separately. | Show institutional and service coordination without borrowing teacher wages. | Management positions are a separate occupation. |
BLS says four-year universities usually require a doctorate, while some community college or part-time positions may accept a master's degree.
Subject, institution and practical experience follow the specific announcement.
Course U with 30 fictional students, 2 assignments and 1 feedback revision.
Have another person check that objectives, activities, grading and feedback are consistent.
BLS states that teachers may conduct research and publish, with duties varying by appointment type.
Course evidence and research evidence are presented separately.
Real student work and grades go only into school-approved systems.
Work samples use anonymous fictional materials and do not change formal grades.
Design a 20-minute micro-lesson on "mean, median and extreme values" for the 30 fictional university students in course U; do not actually teach and do not use real grades.
Prerequisites: integer addition and division. The only data are the five values 2, 3, 3, 4, 18; the mean is the sum divided by the count, and the median is the middle value after sorting.
Assignment A: calculate the mean and median of the original data and explain why they differ. Assignment B: change 18 to 8, recalculate both values and explain the effect of the extreme value.
Fictional sample A: response A gives mean 6, median 3, and says 18 pulls the mean up; response B gives mean 4, median 3, and says the mean falls after the change while the median does not. Fictional sample B: response A gives mean 30 and median 18, reasoning that the maximum is most representative; response B gives mean 20 and median 8, writing that both measures fall because the maximum gets smaller.
45 minutes: the first 10 minutes to write two observable objectives, then 15 minutes to write a 20-minute teaching plan, then 15 minutes to grade A and B against the same rubric, and the last 5 minutes to give B feedback and revise one teaching activity.
Deliverable 1: the objectives and the 20-minute activity; deliverable 2: the four-dimension 8-point rubric, A and B scores and the basis; deliverable 3: one specific error, the next practice step and one reason for changing the lesson.
Four dimensions scored 0–2 each: the mean of the original data, the median of the original data, the mean and median after replacement, and the explanation of the change. 2 points means all correct with a basis; 1 point means the method or a key part is right but incomplete; 0 points means wrong or missing. The total is 8 points and is used only for this exercise.
Objective one: can correctly calculate the mean and median of five numbers and show the process. Objective two: can compare the two measures after replacing an extreme value and explain the difference.
20 minutes: 0–3 minutes diagnose "does the maximum equal the median"; 3–8 minutes demonstrate sorting and summing; 8–13 minutes complete A independently and check answers; 13–18 minutes complete B and discuss in pairs; 18–20 minutes write a one-sentence exit explanation.
A: sum 30, mean 30/5=6, median 3; B: sum 20, mean 20/5=4, median 3. The change in the extreme value lowers the mean by 2 while the median is unchanged.
Sample A scores 2 on all four dimensions, 8/8 in total; sample B scores 0 on the first two dimensions and 0 on the third, and 1 point on the fourth for identifying that the extreme value got smaller but wrongly saying the median falls with it, 1/8 in total. Neither the sums 30 or 20 may be treated as the mean, nor the maximum as the median.
Feedback for B: "You noticed the extreme value got smaller, which is a correct observation. First sort the five numbers and circle the third, then divide the sum by 5; rewrite why the median is still 3." Lesson change: add a demonstration comparing sorting to find the middle number with dividing the sum by the count.
The 45 paper minutes are preparation time and the 20 minutes is the proposed teaching length; the two times are not added together to imply actual classroom time. The 30 students are a fictional setting, and only samples A and B can be graded.
The rubric, samples, scores and lesson change are editorial exercises; they do not represent university standards, formal grading authority, student performance or hiring.
Ask another person to re-grade with the same four-dimension rubric, returning disagreements to the samples and standards; real grades and appeals follow school procedures.
Two objectives and a five-step 20-minute activity; include the diagnostic question and the exit question.
Check: the activity can test the calculation of the mean and median and the effect of an extreme value.
The A/B question text, the four-dimension 8-point rubric, A 8/8 and B 1/8 with the basis for each dimension.
Check: grade blindly against the same rubric first, then compare differences; do not use real grades.
Give B one specific actionable feedback item and record why a demonstration of sorting and dividing by the count was added.
Check: the revision addresses the observed error and does not claim a measured teaching effect.
Mark the whole pack as fictional; state the data, formulas, AI use and the authority boundary for real student data.
Check: the paper work sample does not impersonate an appointment, research output or formal course assessment.
| Stage | What may be assessed | Observable evidence | Use boundary |
|---|---|---|---|
| Course objectives | Whether observable objectives can be written | Course U objectives correspond to the activities | Actual courses depend on the department |
| Grading fairness | Whether boundary samples can be handled | The A/B rubric is consistent | Grades follow school procedures |
| Student feedback | Whether actionable advice can be given | Anonymous feedback states the next step | Does not leak real work |
| Research and teaching balance | Whether the position duties can be explained | Teaching and research evidence are kept separate | Does not infer a uniform appointment |
Read the BLS college teacher aggregate page and choose a subject and institution type.
Write two objectives and a 20-minute micro-lesson activity for course U.
Design the A/B two assignments and the grading rubric.
Grade the fictional boundary samples and write the basis.
Write actionable feedback and one course revision.
Ask another person to check the objectives, assignments, rubric and privacy boundaries.
Compare the degree, teaching and research requirements in a real subject recruitment announcement.
| Qualification／role | Who it mainly suits | Practical job-search role | Whether it is a general entry threshold | Application／registration conditions | Level of investment | Important limits |
|---|---|---|---|---|---|---|
| Doctoral degree | Those applying for most full-time subject positions at four-year universities | BLS says a doctorate is usually required | Not a unified statutory threshold for all college teachers | According to the subject and school announcement | Several years of research training | A degree does not guarantee a position or tenure |
| Master's degree | Those applying to some community colleges or part-time teaching positions | Some positions may accept it | Varies by school and subject | Check the teaching qualification and courses | Several years of study | Does not automatically satisfy research university positions |
| Subject practical experience | Applicants to teach applied subjects | Some subjects value practical work | Not a uniform number of years for all positions | The position announcement takes precedence | Varies by subject | Practical experience does not replace teaching ability |
| Research outputs | Those applying for research-and-teaching positions | Papers and projects can demonstrate subject contribution | Depends on the appointment type | Check publication and integrity requirements | Accumulated over the long term | Research outputs do not replace teaching assessment |
| Teaching work sample | Those who need to demonstrate teaching ability | A micro-lesson, syllabus, rubric and feedback can demonstrate ability | Not a unified certificate | Use fictional or approved materials | Can be prepared in a short time | Does not equal hiring or grading authority |
| Subject licensure | Those teaching licensed professions | Some subjects may require or benefit from it | Not universal across the occupation | Check by subject and jurisdiction | Varies by profession | Cannot be inferred from a general college teacher title |
Typical scope：Lead discussion under supervision.
Readiness evidence：The course U objectives and micro-lesson are clear.
Credential boundary：Teaching assistant entry
Next moves：Learn objectives, course materials and answering questions.
Typical scope：Do a teaching demonstration and accept feedback.
Readiness evidence：The A/B assignments correspond to the rubric.
Credential boundary：Instructional design training
Next moves：Write activities and diagnostic questions.
Typical scope：Take on approved courses.
Readiness evidence：Boundary samples have a basis.
Credential boundary：Independent teaching
Next moves：Teach and grade under school rules.
Typical scope：Coach the teaching team.
Readiness evidence：Revisions are traceable.
Credential boundary：Course quality improvement
Next moves：Review learning evidence and teaching assessment.
Typical scope：Prepare the course first.
Readiness evidence：The 20-minute micro-lesson can be reviewed.
Credential boundary：Community college teaching entry
Next moves：Check the subject master's requirement and student group.
Typical scope：Take on courses.
Readiness evidence：Feedback on both assignments is consistent.
Credential boundary：Classroom and assessment
Next moves：Learn teaching, office hours and grading.
Typical scope：Coordinate courses.
Readiness evidence：Learning evidence can be discussed.
Credential boundary：Course collaboration
Next moves：Revise courses and support students with colleagues.
Typical scope：Take part in research and teaching.
Readiness evidence：Research questions and course directions are kept separate.
Credential boundary：Research-and-teaching entry
Next moves：Check the subject doctorate and research ability.
Typical scope：Publish or report results.
Readiness evidence：Research materials and integrity are clear.
Credential boundary：Independent research training
Next moves：Conduct reviewable subject research.
Typical scope：Carry the appointed duties.
Readiness evidence：Both output types can be reviewed.
Credential boundary：Teaching and research synergy
Next moves：Arrange teaching, supervision and research.
Prepare materials and teaching assistant discussion under supervision and record student questions.
Can teach, assess and explain the grading basis independently.
Revise courses, advise students and cooperate with the department within authorization.
Conduct subject research and supervise teams according to the appointment type.
United States · The BLS OOH higher education teacher aggregate line
103,300/year; the ten-year net increase of 98,200 is counted separately
Annual average occupational openings
Includes new demand and replacements for separations or exits; not net additions.
Does not establish：Not a real-time job vacancy count and does not guarantee individual opportunities by subject or region.
Chinese mainland · Chinese college teachers; no occupational employment data consistent with the US aggregate
Insufficient evidence: nationwide comparable occupational employment, projections and the real-time status of the applicant's target position were not obtained; individual announcements do not represent all schools and subjects.
College teacher occupational employment and opportunity gap
No comparable Chinese college teacher occupational employment total or growth projection was obtained; two single-subject official announcements were verified and do not constitute a nationwide recruitment inventory.
Does not establish：Insufficient evidence: US projections or education industry wages cannot infer Chinese employment.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Departmental collaboration and student service communication
Build next：Add institutional, budget and service coordination experience; the management appointment is checked separately
View career profileTransfers：Subject explanation, lesson preparation and assignment assessment
Build next：Check the local education stage qualification and youth support
View career profileTransfers：Course design and learning evidence review
Build next：Add cross-course coordination, teacher training and standard assessment
View career profileTransfers：Listening and academic advising
Build next：Add professional counselling training and check licensure
View career profileTransfers：Instructional design and adult communication
Build next：Add workplace training needs analysis and effect assessment
View career profileTransfers：Subject material retrieval and evidence records
Build next：Add research methods, data quality and research collaboration
View career profileTransfers：Source material organization and retrieval
Build next：Add archival appraisal, arrangement, retention and use rules
View career profileTransfers：Research questions and evidence presentation
Build next：Add questionnaires, sampling, survey execution and analysis
View career profileCan assist with lesson preparation and draft feedback, but knowledge accuracy, teaching suitability, grading and academic integrity are the teacher's responsibility under institutional rules; the BLS projection is not attributed to AI.
Insufficient evidence: National Bureau of Statistics education industry wages are not a Chinese college teacher individual distribution on the same basis as the BLS aggregate occupation.
No. It is the BLS May 2025 aggregate annual wage median, not the treatment of a specific subject, school or Chinese position.
BLS says most four-year universities usually require a doctorate and some community colleges or part-time or specific subjects may accept a master's degree; it depends on the specific position.
Teaching assessment follows the position duties; formal grades, enrolment and admissions operations follow institutional authorization and appeal procedures.
Course objectives not matching assessment, inconsistent feedback, research and teaching time conflicts, student data leaks and AI content errors.
The BLS OOH aggregate page lists about 1,378,200 in 2025 and about 1,476,400 in 2035, growth of about 7%, a net increase of about 98,200, with about 103,300 openings per year.
FermatMind career content team (editorially compiled; does not claim review by college teaching practitioners)
2026-10-12: this round checked the BLS OOH aggregate and the table 1.2 set differences, the O*NET education task samples and the Higher Education Law; the Chinese education industry, PIPL/FERPA and the two single-subject official announcements re-use the same versions verified in this round, and no claim is made that all subject recruitment has been verified or that the research was measured this round.
The BLS Postsecondary Teachers aggregate page is used for US wages, employment and entry; O*NET 25-1081 is used only for education teacher task samples; Chinese statistics are used only for definition boundaries.
Limitations：Breakout task samples; their wages, employment or interest scores are not lent to all college teachers.
Limitations：The OOH aggregate line has no single detailed SOC and is not mixed with the 25-1000 Summary in table 1.2 or the 25-1081 education teachers.
Limitations：The sets differ, and 25-1000 is not used instead of the OOH aggregate wages and total employment.
Limitations：OOH wage definitions; the unknown aggregate 25th/75th percentiles are not filled from detailed subject or Summary set percentiles.
Limitations：Education industry annual average background, not an individual higher education teacher occupational wage or employment.
Limitations：Chinese jurisdiction; specific institutional operations are checked separately.
Limitations：US jurisdiction; China's Personal Information Protection Law is checked separately, and this page grants no grading or data access rights.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Does not provide an actual college teacher layoff rate.
Limitations：A paper exercise that does not use real student work or grades.
Limitations：Not a higher education teaching regulation.
Limitations：Does not predict school adoption or job reductions.
Limitations：Does not replace BLS projections.
Limitations：Wages and research requirements differ by institution.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：The 25th/75th percentiles are unknown and are not interpolated.
Limitations：The specific appointment contract is checked separately.
Limitations：Differs from the O*NET education breakout.
Limitations：No unified certificate for all positions.
Limitations：Serves only as a specific subject example.
Limitations：A different set from table 1.2 and not to be mixed.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Qualification recognition, professional title and appointment are distinct, and the usual US doctorate or a work sample is not treated as a Chinese appointment.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
Limitations：Adjacent occupation tasks; wages, qualifications or appointment are not lent to college teachers.
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.
Course U and all students, assignments, rubrics and scores are editorial fictions and do not replace a real school's teaching assessment system.
MBTI (English) · Big Five (English) · MBTI (Chinese) · Big Five (Chinese)
The 85330 USD annual wage median refers only to the US aggregate and does not infer Chinese individual pay and benefits.
Typical scope：Supervise the programme.
Readiness evidence：Feedback revisions have a basis.
Credential boundary：Teaching programme improvement
Next moves：Check training objectives and course effect.
Typical scope：Promotion follows the appointment.
Readiness evidence：Quality and responsibility are traceable.
Credential boundary：Academic team development
Next moves：Supervise research and course improvement.
