Secondary School Teachers, Except Special and Career/Technical Education: daily tasks & AI impact
This page breaks Secondary School Teachers, Except Special and Career/Technical Education into the top 15 daily O*NET tasks and scores each for Generative AI automation probability. Those task scores roll up to an overall vulnerability index of 42/100 (Moderate automation risk). Struck-through rows are ≥80% automatable; highlighted safer rows are under 30% or primarily physical.
High-automation exposure
No task in this set currently exceeds the 80% threshold, so risk is spread across moderate probabilities rather than a few catastrophic duties.
Durable human work
This profile has little “safe” task mass under our thresholds. Workers should treat AI fluency as mandatory and actively map transferable skills into lower-risk roles.
Importance comes from O*NET incumbent ratings. Automation probability is model-generated for current Generative AI capability (not speculative AGI). Digital / physical / mixed labels describe the modality of the work, which strongly correlates with near-term automation potential.
| Task | Importance | AI probability | Nature |
|---|---|---|---|
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. Core | 4.34 | — | — |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. Core | 4.32 | — | — |
| Establish and enforce rules for behavior and procedures for maintaining order among students. Core | 4.32 | — | — |
| Prepare materials and classrooms for class activities. Core | 4.3 | — | — |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. Core | 4.24 | — | — |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. Core | 4.06 | — | — |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. Core | 3.94 | — | — |
| Observe and evaluate students' performance, behavior, social development, and physical health. Core | 3.93 | — | — |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. Core | 3.92 | — | — |
| Guide and counsel students with adjustments, academic problems, or special academic interests. Core | 3.91 | — | — |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. Core | 3.91 | — | — |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. Core | 3.91 | — | — |
| Assign and grade class work and homework. Core | 3.89 | — | — |
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. Core | 3.83 | — | — |
| Enforce all administration policies and rules governing students. Core | 3.75 | — | — |
What remains human
No tasks currently fall under the safe threshold for this occupation.
FAQ
Which Secondary School Teachers, Except Special and Career/Technical Education tasks are most exposed to AI?
No task in this set currently exceeds the 80% threshold, so risk is spread across moderate probabilities rather than a few catastrophic duties.
Which Secondary School Teachers, Except Special and Career/Technical Education tasks are safest from Generative AI?
This profile has little “safe” task mass under our thresholds. Workers should treat AI fluency as mandatory and actively map transferable skills into lower-risk roles.
How should I read the Secondary School Teachers, Except Special and Career/Technical Education task table?
Importance comes from O*NET incumbent ratings. Automation probability is model-generated for current Generative AI capability (not speculative AGI). Digital / physical / mixed labels describe the modality of the work, which strongly correlates with near-term automation potential.