Will AI replace Head teachers and principals?

Not as a job, but it is already doing parts of the work. Across the 102 official task statements scored for Head teachers and principals (United Kingdom, SOC 2321), 34% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 45 out of 100 (range 39–51, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.

Which tasks in “Head teachers and principals” can AI already do?

The highest-scoring tasks in release 2026-q4.1 are: “Determine timetable schedules to ensure optimum use of buildings” (93/100, very high); “Coordinate facility schedules to maximise usage and efficiency” (93/100, very high); “Collect and analyse survey data to forecast enrolment patterns” (93/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.

Which tasks in “Head teachers and principals” stay human?

About 46% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Enforce school and class rules to maintain order in the classroom” (0/100, minimal); “Provide comprehensive care and supervision for babies in childcare settings” (0/100, minimal); “Represent institutions at community and campus events” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.

What should someone working in “Head teachers and principals” do about AI?

Start from the ledger rather than the headline: 34% of this job's weighted core work is exposed, and roughly 46% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.

How is the AI exposure score for Head teachers and principals calculated?

Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 102 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

UK dataswitch to US

Head teachers and principals

directing activities of teachers at schools and institutions, identifying areas for improvement in teaching methods and curricula and establishing, coordinating. If that's your week, this page is about your job.

The honest answer

AI is already taking a real slice of the routine work here: collecting and analysing survey data to forecast enrolment patterns. That is a slice of tasks, not of you.

Your move: what you can actually do about this ↓

Where the work sits, by task weight

shifting to AI: 34%
changing shape: 20%
staying human: 46%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

Whole-job exposure score 45 out of 100 (39–51 allowing for uncertainty): partial exposure, across 102 scored tasks. The number is the support for the sentence above it, not a headline about anyone’s future.

How we know this

What is measured: Every published task statement for head teachers and principals is rated on five dimensions: can a model produce the output, does the work need a body in a room, does it need a legally accountable person, does it depend on a person being trusted in the moment, and how much data exists. A published formula turns those five ratings into the score; the model never writes the number.

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

That slice is not coming back; the core of the job, directing activities of teachers at schools and institutions, stays yours. New tools, same person answering for it.

Your week, as this page understands it

Head teachers and principals plan, organise, direct and co-ordinate the running of schools, colleges and other educational establishments. The job title says “head teachers” or “principals”: officially one job, two names. The real job is the part underneath: directing activities of teachers at schools and institutions. That is the thing someone has to be right about.

The exposed part of this job is specific, and we won’t pretend it is coming back. But head teachers and principals is not one task. It is 102 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is directing activities of teachers at schools and institutions, and the ledger below shows exactly why.

Where the work sits, by task weight

shifting to AI: 34%
changing shape: 20%
staying human: 46%

These bars are tasks changing hands, not people being counted out. The ledger below shows which.

How we know this

How the bar is built: Each task’s share of the bar is its published importance weight, so a task you do all day counts for more than one you do twice a year.

Release: 2026-q4.1, scores computed 2026-08-04. Read the full method.

Your job, task by task

These are the official task statements for this occupation, in plain English, sorted by what the evidence says is happening to each one. The official wording sits under every line so you can check the rewrite against it.

59 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Shifting to AI

31 tasks

Tasks today’s tools can already do most of. This is the part we will not soften: where these rows are the bulk of your week, the week changes.

Determining allocations of funds
This is reading one thing and writing another: allocations of funds in, a record out. That is the shape today's tools are built for.
importance 90 · 2321/03, 2321/04, 2321/06
Source: “Determine allocations of funds for staff, supplies, materials, and equipment.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Splitting a budget across staff, supplies and equipment is calculation work software does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Collecting and analysing regulatory information and demographic trends to determine the need for curriculum changes
This is reading one thing and writing another: regulatory information in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Collect and analyse regulatory information and demographic trends to determine the need for curriculum changes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Gathering regulations and demographic data and drawing conclusions is research and analysis AI handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing procedures to comply with government regulations ensuring facility safety
This is reading one thing and writing another: procedures in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Develop procedures to comply with government regulations ensuring facility safety, security, and maintenance.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Procedures for meeting safety and security regulations follow published requirements closely, so software drafts them to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing budgets for approval, including those for funding or implementation of programmes
This is reading one thing and writing another: budgets in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Prepare budgets for approval, including those for funding or implementation of programmes.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Building a budget from known allocations and costs is structured numerical work software produces accurately for approval.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.

Changing shape

21 tasks

Tasks where the machine takes the producing and a person keeps the checking, the deciding, or the answering-for-it. For most jobs this is the biggest group, and it is where "transformation, not termination" is literally visible.

Determining the scope of educational programme offerings
The software now makes the first pass at the scope of educational programme offerings, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Determine the scope of educational programme offerings.” (UK task statement)
How this row was scored
Exposure score: 49 out of 100 (42–56 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can lay out the options, but deciding what the service will actually offer is a business judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Designing and implementing curriculum to meet educational standards
The software now makes the first pass at curriculum, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/01, 2321/02, 2321/05
Source: “Design and implement curriculum to meet educational standards.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Curriculum documents can be drafted against published standards, but rolling them out happens in the school.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Formulating strategic and long-term business plans
The software now makes the first pass at strategic, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/01, 2321/02, 2321/05
Source: “Formulate strategic and long-term business plans.” (UK task statement)
How this row was scored
Exposure score: 49 out of 100 (42–56 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can build the plan, but the strategic choices belong to the people running the business.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.

Staying human

50 tasks

Tasks that stay with a person, because they happen in the physical world, because the rules need someone accountable, or because the value is that a specific person does them.

Directing activities of teachers at schools and institutions
This work happens in the physical world: activities of teachers, in a real place. Software cannot follow it there.
importance 95 · 2321/03, 2321/04, 2321/06
Source: “Direct activities of teachers at schools and institutions.” (UK task statement)
How this row was scored
Exposure score: 8 out of 100 (1–15 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Leading teachers depends on trust built face to face with particular people, and on being present in the school.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Discussing educational activities, policies and pupils' issues with parents and staff
The value here is that a specific person handles educational activities, policies and pupils' issues and stands behind it. That is earned, not computed.
importance 90 · 2321/03, 2321/04, 2321/06
Source: “Discuss educational activities, policies, and pupils' issues with parents and staff.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: These conversations with parents and staff depend on trust and reading the person in front of you.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Directing activities of administrative departments
The value here is that a specific person handles activities of administrative departments and stands behind it. That is earned, not computed.
importance 85 · 2321/01, 2321/02, 2321/05
Source: “Direct activities of administrative departments, including admissions, enrolment, and career services.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Admissions and enrolment paperwork is automatable, but directing the departments themselves means managing people.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.

Show the other 92 tasks

Determining timetable schedules to ensure optimum use of buildings
shifting to AI
This is reading one thing and writing another: timetable schedules in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Determine timetable schedules to ensure optimum use of buildings.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Timetabling rooms and classes is a scheduling puzzle that software solves faster and better than by hand.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Coordinating facility schedules to maximise usage and efficiency
shifting to AI
This is reading one thing and writing another: facility schedules in, a record out. That is the shape today's tools are built for.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Coordinate facility schedules to maximise usage and efficiency.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Booking rooms and staff to fill the diary is a scheduling problem software solves well.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Collecting and analysing survey data to forecast enrolment patterns
shifting to AI
This is reading one thing and writing another: survey data in, a record out. That is the shape today's tools are built for.
importance 80 · 2321/03, 2321/04, 2321/06
Source: “Collect and analyse survey data to forecast enrolment patterns.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Survey data and enrolment forecasting are standard analysis tasks software performs quickly from figures already held.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing drafts of programme schedules and descriptions to estimate staffing and facility requirements
shifting to AI
This is reading one thing and writing another: drafts of programme schedules in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/03, 2321/04, 2321/06
Source: “Prepare drafts of programme schedules and descriptions to estimate staffing and facility requirements.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (86–100 allowing for uncertainty): very high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Drafting schedules and descriptions and estimating staffing from them is exactly the kind of drafting AI does well.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Assisting in preparing and maintaining staff records and handbooks
shifting to AI
This is reading one thing and writing another: preparing in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/04, 2321/06
Source: “Assist in preparing and maintaining staff records and handbooks.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Maintaining staff records and handbooks is document work software handles reliably.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Producing statistical reports based on performance data
shifting to AI
This is reading one thing and writing another: statistical reports in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/04
Source: “Produce statistical reports based on performance data.” (UK task statement)
How this row was scored
Exposure score: 93 out of 100 (89–97 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Producing statistics and charts from performance data is one of the most automated tasks around.
The five ratings: output a model can produce 4/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Developing policies to guide organisational operations
shifting to AI
This is reading one thing and writing another: policies in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/01, 2321/02, 2321/05
Source: “Develop policies to guide organisational operations.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Policy drafting draws on abundant published examples AI can adapt to the organisation.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Reviewing registration statistics
shifting to AI
This is reading one thing and writing another: registration statistics in, a record out. That is the shape today's tools are built for.
importance 60 · 2321/01, 2321/02, 2321/05
Source: “Review registration statistics.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Roll and attendance figures already sit in the school system, so pulling trends out of them is straightforward desk work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Analysing and identifying areas for modification in existing programmes
shifting to AI
This is reading one thing and writing another: areas in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/03
Source: “Analyse and identify areas for modification in existing programmes.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reading existing code and spotting what needs changing is a strong use of these tools.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Planning, evaluating and revising curricula, course content and course materials and teaching methods
shifting to AI
This is reading one thing and writing another: curricula, course content and course materials in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/04, 2321/06
Source: “Plan, evaluate, and revise curricula, course content, and course materials and teaching methods.” (UK task statement)
How this row was scored
Exposure score: 83 out of 100 (79–87 allowing for uncertainty): very high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Curriculum and course materials are well covered in public sources AI can work from.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 4/4.
Modifying policies and procedures based on demographics and researching information
shifting to AI
This is reading one thing and writing another: policies in, a record out. That is the shape today's tools are built for.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Modify policies and procedures based on demographics and research information.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Redrafting policies in light of demographic and research data is document work software does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Planning instructional methods and content for various programmes
shifting to AI
This is reading one thing and writing another: instructional methods in, a record out. That is the shape today's tools are built for.
importance 80 · 2321/03, 2321/04, 2321/06
Source: “Plan instructional methods and content for various programmes.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Planning teaching methods and content is written planning work AI produces to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing and maintaining attendance, activity and planning reports
shifting to AI
This is reading one thing and writing another: attendance, activity and planning reports in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/03, 2321/04, 2321/06
Source: “Prepare and maintain attendance, activity, and planning reports.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (68–82 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Attendance and activity reports are largely assembled from existing records, though planning judgements come from the setting.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Reading manuals, periodicals and technical reports to develop programmes meeting staff and user requirements
shifting to AI
This is reading one thing and writing another: manuals, periodicals and technical reports in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/03, 2321/04, 2321/06
Source: “Read manuals, periodicals, and technical reports to develop programmes meeting staff and user requirements.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reading technical material and turning it into a programme is synthesis work AI does to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Keeping updated on local policy developments through development opportunities
shifting to AI
This is reading one thing and writing another: updated in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/04, 2321/06
Source: “Keep updated on local policy developments through development opportunities.” (UK task statement)
How this row was scored
Exposure score: 75 out of 100 (71–79 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping up with policy changes is reading and summarising, which tools do quickly and well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Maintaining financial records and accounts to manage educational budgets
shifting to AI
This is reading one thing and writing another: financial records in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/01, 2321/02
Source: “Maintain financial records and accounts to manage educational budgets.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Keeping accounts and financial records is structured bookkeeping software produces accurately from the school's own data.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Auditing the financial status of student societies and facility accounts
shifting to AI
This is reading one thing and writing another: the financial status of student societies in, a record out. That is the shape today's tools are built for.
importance 60 · 2321/01, 2321/02
Source: “Audit the financial status of student societies and facility accounts.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (59–73 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Checking society and facility accounts against records is routine number work that software handles from the ledger exports.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Reviewing and evaluating new and current programmes
shifting to AI
This is reading one thing and writing another: new and current programmes in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Review and evaluate new and current programmes for efficiency, effectiveness, and regulatory compliance.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reviewing a programme against stated aims and regulations is structured analysis software works through thoroughly.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Directing the preparation and maintenance of official reports and records
shifting to AI
This is reading one thing and writing another: the preparation in, a record out. That is the shape today's tools are built for.
importance 80 · 2321/03
Source: “Direct the preparation and maintenance of official reports and records.” (UK task statement)
How this row was scored
Exposure score: 66 out of 100 (62–70 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Directing the preparation of official reports and records is structured document work software produces reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Coordinating the production and dissemination of university publications
shifting to AI
This is reading one thing and writing another: the production in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/01, 2321/02
Source: “Coordinate the production and dissemination of university publications, such as course catalogues and timetables.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Course catalogues and timetables are highly templated documents, though chasing contributors still takes a person.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Recommending changes to curricula based on instructional effectiveness data and performance requirements
shifting to AI
This is reading one thing and writing another: changes in, a record out. That is the shape today's tools are built for.
importance 75 · 2321/01, 2321/02, 2321/05
Source: “Recommend changes to curricula based on instructional effectiveness data and performance requirements.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Reading effectiveness data and suggesting curriculum changes is analysis and writing that software does well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Overseeing scholarship, fellowship and loan programmes
shifting to AI
This is reading one thing and writing another: scholarship, fellowship and loan programmes in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Oversee scholarship, fellowship, and loan programmes.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Scholarship and loan schemes run on eligibility rules and records, which software applies consistently.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Explaining admission requirements with other academic staff
shifting to AI
This is reading one thing and writing another: admission requirements in, a record out. That is the shape today's tools are built for.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Explain admission requirements with other academic staff.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (57–71 allowing for uncertainty): high exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Admission requirements are written rules, so explaining them is mostly clear document work.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing fundraising activities, annual giving campaigns
shifting to AI
This is reading one thing and writing another: activities, annual giving campaigns in, a record out. That is the shape today's tools are built for.
importance 60 · 2321/01, 2321/02, 2321/05
Source: “Develop fundraising activities including annual giving campaigns.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Fundraising campaigns follow well-known patterns, so software drafts the plan and materials for the school to run.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Helping establish policies and procedures to carry out educational goals
shifting to AI
This is reading one thing and writing another: establish policies in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Help establish policies and procedures to carry out educational goals.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Policies and procedures follow well-established patterns, so software drafts them for the school to adapt and agree.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Collaborating with colleagues to develop and plan curriculum
shifting to AI
This is reading one thing and writing another: colleagues in, a record out. That is the shape today's tools are built for.
importance 85 · 2321/04, 2321/06
Source: “Collaborate with colleagues to develop and plan curriculum.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Curriculum planning draws on plenty of published material, so software drafts a strong scheme for teachers to refine together.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Coordinating the scheduling and allocation of school or recreational facilities
shifting to AI
This is reading one thing and writing another: the scheduling and allocation of school or recreational in, a record out. That is the shape today's tools are built for.
importance 70 · 2321/04, 2321/06
Source: “Coordinate the scheduling and allocation of school or recreational facilities.” (UK task statement)
How this row was scored
Exposure score: 64 out of 100 (60–68 allowing for uncertainty): high exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Facility scheduling and allocation is timetabling work that software handles reliably.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Writing grant proposals to obtain funding for research
changing shape
The software now makes the first pass at grant proposals, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2321/01, 2321/02
Source: “Write grant proposals to obtain funding for research.” (UK task statement)
How this row was scored
Exposure score: 58 out of 100 (51–65 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Grant writing follows well-known formats, so software gives a solid draft that the researcher must sharpen.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Preparing and submitting grant proposals to solicit programme funding
changing shape
The software now makes the first pass at grant proposals, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2321/03, 2321/04, 2321/06
Source: “Prepare and submit grant proposals to solicit programme funding.” (UK task statement)
How this row was scored
Exposure score: 58 out of 100 (51–65 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: AI can draft a funding bid, but a convincing one needs tailoring to the funder and real programme detail.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Managing finances and controlling budgets to support educational excellence and institutional development
changing shape
The software now makes the first pass at finances, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 75 · 2321/01, 2321/02
Source: “Manage finances and control budgets to support educational excellence and institutional development.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: School budgets, forecasts and spending reports come straight out of finance systems, though the final spending choices stay with the head.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing nursery programmes in collaboration with other teachers and administrators
changing shape
The software now makes the first pass at nursery programmes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 90 · 2321/03
Source: “Develop nursery programmes in collaboration with other teachers and administrators.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Nursery programme planning follows published early years frameworks closely, so software drafts a strong scheme for staff to agree.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Evaluating curricula and teaching methods for school systems
changing shape
The software now makes the first pass at curricula, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2321/04, 2321/06
Source: “Evaluate curricula and teaching methods for school systems.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Evaluating curricula and teaching methods is analysis of well-documented material that software supports strongly.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Managing the school budget
changing shape
The software now makes the first pass at the school budget, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 85 · 2321/04
Source: “Manage the school budget.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Budget management is structured numerical work software handles well, though the head remains answerable for the decisions.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Developing school improvement plans based on pupil performance data
changing shape
The software now makes the first pass at school improvement plans, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/04, 2321/06
Source: “Develop school improvement plans based on pupil performance data.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Turning pupil performance data into an improvement plan is well-documented analysis and writing software produces to a usable standard.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Recommending modifications to existing programmes
changing shape
The software now makes the first pass at modifications, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/04, 2321/06
Source: “Recommend modifications to existing programmes, submitting proposals for school board approval as necessary.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Proposals for programme changes follow familiar formats, so software drafts them well before governors consider them.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Reviewing and approving new educational programmes for curriculum integration
changing shape
The software now makes the first pass at new educational programmes, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/04, 2321/06
Source: “Review and approve new educational programmes for curriculum integration.” (UK task statement)
How this row was scored
Exposure score: 56 out of 100 (49–63 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Curriculum documents map neatly onto standards, so drafting and checking new programmes is largely paperwork software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Planning programmes of events to engage and attract audiences
changing shape
The software now makes the first pass at programmes of events, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 60 · 2321/01, 2321/02
Source: “Plan programmes of events to engage and attract audiences.” (UK task statement)
How this row was scored
Exposure score: 50 out of 100 (43–57 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: AI can suggest an events line-up, but knowing what this local audience turns up for is the hard part.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 0/4 · how much data exists 2/4.
Reviewing student misconduct reports requiring disciplinary action
changing shape
The software now makes the first pass at student misconduct reports requiring disciplinary action, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 55 · 2321/01, 2321/02, 2321/05
Source: “Review student misconduct reports requiring disciplinary action.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Software can summarise the reports, but deciding on serious discipline is the head teacher's own responsibility to carry.
The five ratings: output a model can produce 3/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Selecting beneficiaries and distributing educational aid
changing shape
The software now makes the first pass at beneficiaries, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 50 · 2321/01, 2321/02, 2321/05
Source: “Select beneficiaries and distribute educational aid.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Awarding aid against published criteria is rule-based, though handing it over involves people and checks.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Monitoring pupils' performance and recording relevant data to assess progress
changing shape
The software now makes the first pass at pupils' performance, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/03
Source: “Monitor pupils' performance and record relevant data to assess progress.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (44–52 allowing for uncertainty): partial exposure, high confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Recording and tracking pupil progress is data work that software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Identifying areas for improvement in teaching methods and curricula
changing shape
The software now makes the first pass at areas, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/04, 2321/06
Source: “Identify areas for improvement in teaching methods and curricula.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Spotting where teaching and curriculum need improving is analysis of lesson data and inspection evidence software supports well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Providing administrative support to a team of lecturers
changing shape
The software now makes the first pass at administrative support, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 70 · 2321/04, 2321/06
Source: “Provide administrative support to a team of lecturers, tutors or teachers.” (UK task statement)
How this row was scored
Exposure score: 48 out of 100 (41–55 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Diaries, documents and course admin for teaching staff is routine work software handles well.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Authorising purchases based on determined allocations
changing shape
The software now makes the first pass at purchases, but someone has to be answerable for the result, and it cannot be the software. So the job becomes checking and deciding rather than producing.
importance 75 · 2321/03, 2321/04, 2321/06
Source: “Authorise purchases based on determined allocations.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; someone qualified has to answer for it.
The rating behind it: Checking a purchase against its allocation is simple, but signing it off is a named person's financial responsibility.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 2/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Establishing, coordinating and overseeing programmes across school districts to evaluate pupil academic achievement
changing shape
The software now makes the first pass at programmes across school districts, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 80 · 2321/04, 2321/06
Source: “Establish, coordinate, and oversee programmes across school districts to evaluate pupil academic achievement.” (UK task statement)
How this row was scored
Exposure score: 43 out of 100 (36–50 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Assessment programmes follow known designs, but setting one up across schools depends on local agreement and existing systems.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Formulating course credit policies with other academic staff
changing shape
The software now makes the first pass at course credit policies, but the part that matters is a person saying it and standing behind it. So the job becomes checking and deciding rather than producing.
importance 75 · 2321/01, 2321/02, 2321/05
Source: “Formulate course credit policies with other academic staff.” (UK task statement)
How this row was scored
Exposure score: 40 out of 100 (33–47 allowing for uncertainty): partial exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Credit policies can be drafted from sector practice, but agreeing them with academic colleagues is a negotiation.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Assisting in student recruitment, enrolment and placement activities
staying human
The value here is that a specific person handles student recruitment, enrolment and placement activities and stands behind it. That is earned, not computed.
importance 75 · 2321/01, 2321/02, 2321/05
Source: “Assist in student recruitment, enrolment, and placement activities.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Enrolment admin follows set steps software handles, though applicants often want to speak to someone.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Working with teachers to develop mission statements and set performance goals
staying human
The value here is that a specific person handles teachers and stands behind it. That is earned, not computed.
importance 80 · 2321/04, 2321/06
Source: “Work with teachers to develop mission statements and set performance goals.” (UK task statement)
How this row was scored
Exposure score: 39 out of 100 (32–46 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: reading one thing and writing another; the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Agreeing mission statements and performance goals with teachers depends on discussion that brings staff with you.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Complying with industry-specific safety regulations to ensure operational safety
staying human
The ratings behind this row put industry-specific safety regulations well outside what today's tools can do on their own.
importance 50 · 2321/01, 2321/02, 2321/05
Source: “Comply with industry-specific safety regulations to ensure operational safety.” (UK task statement)
How this row was scored
Exposure score: 38 out of 100 (31–45 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Safety rules are published in full, but complying with them means people doing the right things in the building.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Planning, coordinating and overseeing school logistics programmes, such as bus and food services
staying human
The ratings behind this row put school logistics programmes well outside what today's tools can do on their own.
importance 75 · 2321/04, 2321/06
Source: “Plan, coordinate, and oversee school logistics programmes, such as bus and food services.” (UK task statement)
How this row was scored
Exposure score: 38 out of 100 (31–45 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Scheduling buses and catering is well-structured planning software handles, though running it depends on the school's own arrangements.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 0/4 · how much data exists 3/4.
Overseeing fundraising activities to meet financial goals
staying human
The ratings behind this row put activities well outside what today's tools can do on their own.
importance 50 · 2321/01, 2321/02, 2321/05
Source: “Oversee fundraising activities to meet financial goals.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Fundraising plans and tracking are straightforward, but overseeing the activity depends on people running events locally.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Recommending personnel actions for programmes and services
staying human
The ratings behind this row put personnel actions well outside what today's tools can do on their own.
importance 80 · 2321/03, 2321/04, 2321/06
Source: “Recommend personnel actions for programmes and services.” (UK task statement)
How this row was scored
Exposure score: 37 out of 100 (30–44 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: Personnel recommendations can be drafted, but they depend on knowing the individuals and the setting rather than published guidance.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Evaluating the performance of support staff
staying human
The value here is that a specific person handles the performance of support staff and stands behind it. That is earned, not computed.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Evaluate the performance of support staff.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Performance data can be summarised automatically, but judging and discussing someone's work is a human conversation.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Setting the school's values, strategic direction and vision
staying human
The value here is that a specific person handles the school's values, strategic direction and vision and stands behind it. That is earned, not computed.
importance 75 · 2321/04
Source: “Set the school's values, strategic direction and vision.” (UK task statement)
How this row was scored
Exposure score: 35 out of 100 (28–42 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Vision statements are easy to draft, but direction only sticks when a head shapes it with staff, governors and families.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Advising students on academic and career choices
staying human
The value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 80 · 2321/01, 2321/02, 2321/05
Source: “Advise students on academic and career choices.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (28–36 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Good advice on choices rests on knowing the pupil and being someone they trust.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Organising induction programmes to introduce new students or staff
staying human
This work happens in the physical world: induction programmes, in a real place. Software cannot follow it there.
importance 60 · 2321/01, 2321/02, 2321/05
Source: “Organise induction programmes to introduce new students or staff.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Software plans the programme and materials well, but induction events happen with people in a room.
The five ratings: output a model can produce 3/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Coordinating activities between departments and sites to ensure organisational coherence and efficiency
staying human
The ratings behind this row put activities well outside what today's tools can do on their own.
importance 75 · 2321/04, 2321/06
Source: “Coordinate activities between departments and sites to ensure organisational coherence and efficiency.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: mistakes that are cheap to catch.
The rating behind it: Software can track and schedule work across sites, but pulling separate departments into line still needs a person with authority.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Directing school maintenance services
staying human
The ratings behind this row put school maintenance services well outside what today's tools can do on their own.
importance 75 · 2321/04, 2321/06
Source: “Direct school maintenance services.” (UK task statement)
How this row was scored
Exposure score: 32 out of 100 (25–39 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch.
The rating behind it: Maintenance can be planned and tracked on a system, but directing it depends on knowing the buildings and the contractors.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Assisting pupils with their school work to support their learning and development
staying human
The value here is that a specific person handles pupils and stands behind it. That is earned, not computed.
importance 80 · 2321/03
Source: “Assist pupils with their school work to support their learning and development.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Software helps well with schoolwork, but noticing which pupil is stuck and stepping in happens in the classroom.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Discussing improvements for education programmes with central
staying human
The value here is that a specific person handles improvements and stands behind it. That is earned, not computed.
importance 80 · 2321/04, 2321/06
Source: “Discuss improvements for education programmes with central, devolved, and local government agencies.” (UK task statement)
How this row was scored
Exposure score: 30 out of 100 (23–37 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Discussing programme changes with government bodies is negotiation between people, though the briefing behind it can be drafted.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Counseling and providing guidance to students regarding
staying human
The value here is that a specific person handles guidance and stands behind it. That is earned, not computed.
importance 85 · 2321/04, 2321/06
Source: “Counsel and provide guidance to students regarding personal, academic, vocational, or behavioural issues.” (UK task statement)
How this row was scored
Exposure score: 28 out of 100 (24–32 allowing for uncertainty): low exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Guidance on personal and academic difficulties works because a young person trusts the particular adult they are talking to.
The five ratings: output a model can produce 2/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Coordinating activities of departments or alumni organisations
staying human
The value here is that a specific person handles activities of departments and stands behind it. That is earned, not computed.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Coordinate activities of departments or alumni organisations.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Coordinating departments and alumni groups runs on relationships and meetings rather than documents.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Encouraging alumni to participate in fundraising efforts
staying human
The value here is that a specific person handles alumni and stands behind it. That is earned, not computed.
importance 55 · 2321/01, 2321/02
Source: “Encourage alumni to participate in fundraising efforts.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Appeal letters and campaign plans draft easily, but persuading former pupils to give rests on personal relationships and events.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Providing support to special educators and attending related meetings throughout the area
staying human
The value here is that a specific person handles support and stands behind it. That is earned, not computed.
importance 75 · 2321/04, 2321/06
Source: “Provide support to special educators and attend related meetings throughout the area.” (UK task statement)
How this row was scored
Exposure score: 26 out of 100 (19–33 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Supporting special educators works through ongoing relationships and meetings rather than anything produced at a desk.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Executing grant-funded projects as per the guidelines
staying human
This work happens in the physical world: grant-funded projects, in a real place. Software cannot follow it there.
importance 60 · 2321/01, 2321/02, 2321/05
Source: “Execute grant-funded projects as per the guidelines.” (UK task statement)
How this row was scored
Exposure score: 24 out of 100 (17–31 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Grant paperwork is straightforward, but actually delivering the project happens on the ground.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Appointing individuals to academic staff positions
staying human
The value here is that a specific person handles individuals and stands behind it. That is earned, not computed.
importance 85 · 2321/01, 2321/02, 2321/05
Source: “Appoint individuals to academic staff positions.” (UK task statement)
How this row was scored
Exposure score: 23 out of 100 (16–30 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Deciding who gets an academic post is a judgement made by people who have met the candidates.
The five ratings: output a model can produce 1/4 · needs a body in a room 0/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Recruiting employ, train and supervising staff to support further education delivery
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 80 · 2321/01
Source: “Recruit, employ, train, and supervise staff to support further education delivery.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising further education staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Recruiting employ, train and supervising staff to ensure effective higher education delivery
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 80 · 2321/02
Source: “Recruit, employ, train, and supervise staff to ensure effective higher education delivery.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising higher education staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Recruiting employ, train and supervising staff to deliver nursery education
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 90 · 2321/03
Source: “Recruit, employ, train, and supervise staff to deliver nursery education.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising nursery staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Organising and directing committees of specialists
staying human
The value here is that a specific person handles committees of specialists and stands behind it. That is earned, not computed.
importance 75 · 2321/03, 2321/04, 2321/06
Source: “Organise and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programmes.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Running committees of specialists and volunteers depends on people turning up and working together in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Recruiting employ, train and supervising staff to support primary education
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 90 · 2321/04
Source: “Recruit, employ, train, and supervise staff to support primary education.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising primary school staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Coordinating and directing after-school events to support student development and engagement
staying human
This work happens in the physical world: after-school events, in a real place. Software cannot follow it there.
importance 80 · 2321/04, 2321/06
Source: “Coordinate and direct after-school events to support student development and engagement.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: After-school events can be planned on paper, but coordinating and running them means adults present with the pupils.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Recruiting employ, train and supervising staff to deliver secondary education
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 90 · 2321/05
Source: “Recruit, employ, train, and supervise staff to deliver secondary education.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising secondary school staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Recruiting employ, train and supervising staff to support special needs education
staying human
The value here is that a specific person handles employ, train and supervising staff and stands behind it. That is earned, not computed.
importance 90 · 2321/06
Source: “Recruit, employ, train, and supervise staff to support special needs education.” (UK task statement)
How this row was scored
Exposure score: 21 out of 100 (14–28 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; the value is that a specific person does it.
The rating behind it: Adverts, shortlists and training packs draft easily, but hiring and supervising special needs staff rests on face-to-face judgement.
The five ratings: output a model can produce 2/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Planning and promoting sporting events and social
staying human
This work happens in the physical world: events, in a real place. Software cannot follow it there.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Plan and promote sporting events and social, cultural, and recreational activities.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning can be drafted automatically, but running social and sporting events means being there.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Raising community awareness about educational options through workshops and seminars
staying human
This work happens in the physical world: community awareness, in a real place. Software cannot follow it there.
importance 70 · 2321/03
Source: “Raise community awareness about educational options through workshops and seminars.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Running a workshop means being in front of a group of people.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Planning and leading professional development activities
staying human
This work happens in the physical world: professional development activities, in a real place. Software cannot follow it there.
importance 80 · 2321/04, 2321/06
Source: “Plan and lead professional development activities for teachers, administrators, and support staff.” (UK task statement)
How this row was scored
Exposure score: 20 out of 100 (13–27 allowing for uncertainty): low exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Planning training is easy to draft, but leading a development session means standing in front of colleagues.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Directing personnel in managing academic institutions' operations
staying human
The value here is that a specific person handles personnel and stands behind it. That is earned, not computed.
importance 80 · 2321/01, 2321/02, 2321/05
Source: “Direct personnel in managing academic institutions' operations.” (UK task statement)
How this row was scored
Exposure score: 17 out of 100 (10–24 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Directing staff who run an institution depends on authority and relationships rather than written output.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Monitoring the quality of teaching
staying human
This work happens in the physical world: the quality, in a real place. Software cannot follow it there.
importance 80 · 2321/04
Source: “Monitor the quality of teaching.” (UK task statement)
How this row was scored
Exposure score: 15 out of 100 (8–22 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Lesson data can be analysed, but judging teaching quality still means sitting in classrooms and giving feedback in person.
The five ratings: output a model can produce 2/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Overseeing facilities to ensure optimal operation and safety
staying human
This work happens in the physical world: facilities, in a real place. Software cannot follow it there.
importance 55 · 2321/01, 2321/02, 2321/05
Source: “Oversee facilities to ensure optimal operation and safety.” (UK task statement)
How this row was scored
Exposure score: 14 out of 100 (7–21 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world.
The rating behind it: Keeping a depot running safely means walking it and spotting problems in person.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 2/4.
Representing institutions in meetings with other institution personnel
staying human
The value here is that a specific person handles institutions and stands behind it. That is earned, not computed.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Represent institutions in meetings with other institution personnel.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (9–17 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Representing an institution in meetings depends on a named person being in the room and trusted.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Working closely with students, staff, parents, governors and the community
staying human
The value here is that a specific person handles students, staff, parents, governors and the community and stands behind it. That is earned, not computed.
importance 80 · 2321/04
Source: “Work closely with students, staff, parents, governors and the community.” (UK task statement)
How this row was scored
Exposure score: 13 out of 100 (6–20 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Working closely with students, parents and governors depends on ongoing personal relationships rather than paperwork.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Assessing pupils' work in educational and instructional settings
staying human
This work happens in the physical world: pupils' work, in a real place. Software cannot follow it there.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Assess pupils' work in educational and instructional settings.” (UK task statement)
How this row was scored
Exposure score: 12 out of 100 (5–19 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Judging how a pupil is doing means sitting alongside them while they drive and watching what they do.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 1/4 · how much data exists 3/4.
Serving on university committees to contribute to faculty governance
staying human
This work happens in the physical world: university committees, in a real place. Software cannot follow it there.
importance 75 · 2321/01, 2321/02
Source: “Serve on university committees to contribute to faculty governance.” (UK task statement)
How this row was scored
Exposure score: 11 out of 100 (4–18 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Committee work is people debating and deciding together in a room.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Developing partnerships with industry and educational institutions to enhance university promotion
staying human
The value here is that a specific person handles partnerships and stands behind it. That is earned, not computed.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Develop partnerships with industry and educational institutions to enhance university promotion.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the value is that a specific person does it.
The rating behind it: Partnerships with industry are built on personal trust between people over time.
The five ratings: output a model can produce 1/4 · needs a body in a room 1/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Creating a healthy and safe space for learning
staying human
This work happens in the physical world: a healthy, in a real place. Software cannot follow it there.
importance 90 · 2321/04
Source: “Create a healthy and safe space for learning.” (UK task statement)
How this row was scored
Exposure score: 10 out of 100 (3–17 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Policies and risk assessments can be drafted, but actually keeping a school building and its atmosphere safe means being there.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Attending meetings to promote the institution's services
staying human
This work happens in the physical world: meetings, in a real place. Software cannot follow it there.
importance 65 · 2321/01, 2321/02, 2321/05
Source: “Attend meetings to promote the institution's services.” (UK task statement)
How this row was scored
Exposure score: 9 out of 100 (5–13 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Turning up at events to promote the institution depends on a person being present and known.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Organising and delivering educational classes to children to foster learning and development
staying human
This work happens in the physical world: educational classes, in a real place. Software cannot follow it there.
importance 85 · 2321/03, 2321/04, 2321/06
Source: “Organise and deliver educational classes to children to foster learning and development.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Lesson materials can be prepared by software, but teaching children means being in the room with them.
The five ratings: output a model can produce 2/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 3/4.
Delivering educational work in schools
staying human
This work happens in the physical world: educational work, in a real place. Software cannot follow it there.
importance 75 · 2321/04, 2321/06
Source: “Deliver educational work in schools, businesses, and the wider community.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (0–14 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Delivering sessions in schools and workplaces means being there in front of people, which cannot be done remotely.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 0/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Inspiring and motivating learners to achieve educational goals
staying human
This work happens in the physical world: learners, in a real place. Software cannot follow it there.
importance 75 · 2321/04
Source: “Inspire and motivate learners to achieve educational goals.” (UK task statement)
How this row was scored
Exposure score: 7 out of 100 (3–11 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Motivating a child to aim higher depends entirely on the relationship with the adult.
The five ratings: output a model can produce 1/4 · needs a body in a room 2/4 · needs an accountable person 0/4 · needs to be trusted in the moment 4/4 · how much data exists 2/4.
Representing institutions at community and campus events
staying human
This work happens in the physical world: institutions, in a real place. Software cannot follow it there.
importance 70 · 2321/01, 2321/02, 2321/05
Source: “Represent institutions at community and campus events.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Representing the university at an event means a person being physically present.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 0/4 · needs to be trusted in the moment 3/4 · how much data exists 1/4.
Providing comprehensive care and supervision for babies in childcare settings
staying human
This work happens in the physical world: comprehensive care, in a real place. Software cannot follow it there.
importance 90 · 2321/03
Source: “Provide comprehensive care and supervision for babies in childcare settings.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–4 allowing for uncertainty): minimal exposure, high confidence.
Why it sits in this group: work that happens in the physical world; someone qualified has to answer for it; the value is that a specific person does it.
The rating behind it: Caring for babies is entirely hands-on work with real children, so no software can take any of it on.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 2/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.
Enforcing school and class rules to maintain order in the classroom
staying human
This work happens in the physical world: school, in a real place. Software cannot follow it there.
importance 85 · 2321/04, 2321/06
Source: “Enforce school and class rules to maintain order in the classroom.” (UK task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, medium confidence.
Why it sits in this group: work that happens in the physical world; the value is that a specific person does it.
The rating behind it: Keeping order in a classroom means an adult physically in the room with the children, which nothing can replace.
The five ratings: output a model can produce 0/4 · needs a body in a room 4/4 · needs an accountable person 1/4 · needs to be trusted in the moment 3/4 · how much data exists 2/4.

What this job pays, and how many people do it

Median pay: £72,200a year, before tax, the middle of the range, so half earn more and half earn less.ashe-t14, 2025 · ASHE 2025 provisional (reference April 2025)Provisional, because the ONS revises this figure in the autumn.
How we know this
Source: ashe-t14
Reference period: ASHE 2025 provisional (reference April 2025)
Rounding: Shown to the nearest £100. The exact published figure is in the downloadable dataset. We do not render pounds the survey cannot support.
People doing this job: 46,000in the UK, 2026.nomis-aps · Apr 2025-Mar 2026 (latest APS 12-month period)This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.

What is deliberately not here: a forecast of how many of these jobs exist in ten years. Where an official projection exists for a market we publish it with its vintage; where it does not, we leave the space empty rather than borrow the other country’s number.

Why this is shifting

The reason is boringly specific. Most of what is shifting here is reading one thing and writing another: survey data in, a record out. The rows above are exactly that shape: collecting and analysing survey data to forecast enrolment patterns and determining allocations of funds. What it cannot do is be there in the room, and that is still where activities of teachers get done. Which is why this page talks about your tasks changing, not your job ending.

Your move

Over a pint: what I’d tell you if you were my friend

Your week is splitting in two, and which half fills it is the whole question. Collecting and analysing survey data to forecast enrolment patterns is going; directing activities of teachers at schools and institutions is not.

So, given all that: 34% of this job's task weight sits in rows the software is already learning, 20% in rows that change shape rather than disappear, and 46% in rows it is nowhere near. That is the position, measured across 102 scored tasks. It is not a forecast about you.

The occupation is an average and you are not, so the first job below is finding out where your own week actually sits.

This week: one thing

Print the task ledger above and put your own hours next to each row. Roughly, in pen, in one sitting. Then look at which group your hours actually pile up in. Twenty minutes, this week.

What you end up holding: your own week, on one page, sorted into what is shifting and what is not
How long it takes: about twenty minutes

If printing it isn’t practical: Read the rows off this page and write the same list on the back of an envelope. Same twenty minutes, same page, and it works just as well said out loud to someone who knows the job. The point is your hours next to the rows, not the paper it is on.

Over the next 90 days

Volunteer toward the durable end, visibly. Over the next ninety days put your hand up for the work in the bottom group (directing activities of teachers at schools and institutions) and let people see you doing it. Not a new project: the same job, with your mix deliberately tilted. The point is that when the rota or the reorganisation comes, the version of you people picture is the one doing the part that stays.

Over the next 12 months

Claim a specialism at the durable end and let the other end go. Over a year, deliberately become the person who handles directing activities of teachers at schools and institutions, and deliberately stop being the first choice for the rows in the top group. That trade costs something, because the exposed work is often the comfortable work. Decide it on purpose rather than by drift. Before you pay for anything, spend an hour with National Careers Service. It is free and government-funded, and it is listed below with the rest of the free routes.

The roads out of here, and why I am not sending you down them

I looked at the obvious moves out of this job, and here is what I found.

I checked the 12 nearest UK occupations to head teachers and principals (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was education managers: only about 9% of its durable work is work you already do and it pays 35.5% less. Your own job splits about 34/66: that share of the list sits in the top exposure band and the rest does not. On this evidence the honest move is inside the job rather than out of it. Become the person who owns “direct activities of teachers at schools and institutions”, and let the exposed end go.

How that was checked: this job was compared against all 412 UK occupations in this release on their official task statements, and the 12 nearest were examined one by one. A move that turns on an industry, an employer or a qualification rather than on the work itself will not show up in a check like that. And this release carries no licence register, so anything you are weighing needs that looked up separately.

3 moves I checked and rejected

These are the obvious-looking jumps. They are here with their reasons rather than quietly dropped, because the ones that fail are worth knowing about. It is one less thing to turn over at night.

Education managers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “direct activities of teachers at schools and institutions”. Across the whole of both lists that adds up to about 9% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 9% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £46,581 against your £72,192, 35.5% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Early education and childcare services managers
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “provide comprehensive care and supervision for babies in childcare settings”. Across the whole of both lists that adds up to about 7% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 7% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £30,140 against your £72,192, 58.3% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →
Education advisers and school inspectors
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “evaluate curricula and teaching methods for school systems”. Across the whole of both lists that adds up to about 2% of the work in that job the software is not taking.
Why I am not recommending it: Almost none of it is work you already do: about 2% of the durable side of that job. That is a different job, not a next step. It is a pay cut, in those words: £44,549 against your £72,192, 38.3% less (ASHE Table 14.7a, 2025 provisional (both)). Retraining to earn less is a decision, not advice.
Look at that job’s page anyway →

What I’d stop worrying about

A friend tells you what not to spend fear on. This is that list.

The headline number you read somewhere
The big “X% of jobs” figures are about the whole economy, not about you. The number that describes your job is on this page: 34% of its task weight, across 102 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The whole-job doom story
Nothing on this page says this job ends. It says the mix inside it moves. Half the rows above are unchanged or changing shape, and the plan is about which half your week sits in. That is a very different problem, and a solvable one.
Panic-buying a course
Do the twenty-minute sorting exercise first. Most people who buy a course before they have done it buy the wrong one, and the free services listed below will tell you the same thing without charging for it.
The “obvious” next job everyone suggests
I checked the obvious moves and most of them did not survive. The reasons are printed with the routes above, including the pay and the gate. A move that fails on the numbers is worth knowing about so you can stop turning it over at night.

You are reading the United Kingdom figures

The United States splits this work across more than one official group, of which Education Administrators, Kindergarten through Secondary is the closest. The pay and employment figures are not directly comparable, and we do not average them together.

Switch to the United States page →partial match

The other groups this work is counted across:

In US official statistics this job is counted as Education Administrators, Kindergarten through Secondary, Education Administrators, Postsecondary and Education Administrators, All Other. Pay is shown separately for each of those groups (medians cannot be averaged together), while the task list and the scores on this page are for this group only.

Your route through this

Where to go next, and what it costs

Free, and complete

The moves above cost nothing. These are the real services that go with them: public, government-funded, and free at the point of use. Nothing on this page is behind an email address or a payment.

In England:
National Careers Service
A free hour with a government-funded careers adviser is worth more than another evening of reading. In England that's the National Careers Service.
Free, government-funded
- Discover your skills and careers (the skills assessment)
In England:
National Careers Service - Find a course
Search what's actually running near you before you spend anything.
Free to search; individual courses vary
In England:
Free courses for jobs (Level 3 qualifications)
A free Level 3 qualification you already qualify for beats a paid course you don't need.
Free for eligible adults
In England:
Skills Bootcamps
Free, up to 16 weeks, and you get a job interview at the end. In England these are Skills Bootcamps - search what's running near you.
Free for eligible adults in England
- Skills Bootcamps - what they are and who can do them (DfE, Skills for Careers)
- Skills Bootcamps - JobHelp (DWP)
In Scotland:
My World of Work (Skills Development Scotland)
In Scotland it's My World of Work, from Skills Development Scotland.
Free, publicly funded
- Skills Development Scotland
In Wales:
Careers Wales
In Wales it's Careers Wales.
Free, Welsh Government-funded
In Northern Ireland:
Careers Service Northern Ireland
In Northern Ireland it's the Careers Service on nidirect.
Free, Department for the Economy-funded

No Space for this job, but one for what is happening to it

Nothing Collab365 runs is built for head teachers / principals, and we are not going to point you at the nearest one and call it a fit.

There is one that is not about a job title at all. The AI Authority is about being the person who directs these tools at work rather than the person they get compared to. That is worth saying here, because 34% of the work on this page is already inside what they can do.

Try The AI Authority free →

7 days free, no card needed. Explore up to 2 Spaces before you choose a plan: you pick a plan later, not now.

The AI Authority is a general community about working with AI, not a course for head teachers / principals. You do not need it to act on anything here: the moves above cost nothing and stand on their own. The data on this page is the same either way.

Noted, and thank you. We’ll email you if a Space for head teachers / principals launches. Nothing else.

That did not look like an email address, so nothing was saved. Have another go below.

We could not save that. The fault is ours, not yours, and your address was not stored. Please try again later.

No Space for head teachers / principals yet. Should there be one?

Collab365 Spaces is built by the same people as this site. We find the problems that AI and automation are creating inside one kind of work, then solve them as short courses, briefings and Blueprints. Each Space is the community too, so the research and the people doing your job are in the same place.

What a Space actually is, in full

Collab365 launches new communities where the need is real. If one for head teachers / principals existed, with researched problems, courses and people in the same boat, would you want in?

Your email

We use your email address for one thing: to tell you if a Space for head teachers / principals launches. We never sell it, never use it for unrelated marketing, and every email has a one-click unsubscribe. Our privacy policy has the full version.

This unlocks nothing. Every figure, every row and every step on this page is already yours, whether you fill this in or not.

No deadline on any of this. The page will still be here, and the data is refreshed on a published schedule rather than when someone wants a headline.

Questions people ask about this job

Will AI replace Head teachers and principals?: Not as a job, but it is already doing parts of the work. Across the 102 official task statements scored for Head teachers and principals (United Kingdom, SOC 2321), 34% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 45 out of 100 (range 39–51, band: partial). That is a statement about tasks, not about headcount: this measures what AI could do, not whether any employer adopts it, whether the law allows it, or whether doing the routine parts faster creates more demand for the human parts. Figures are from release 2026-q4.1.
Which tasks in “Head teachers and principals” can AI already do?: The highest-scoring tasks in release 2026-q4.1 are: “Determine timetable schedules to ensure optimum use of buildings” (93/100, very high); “Coordinate facility schedules to maximise usage and efficiency” (93/100, very high); “Collect and analyse survey data to forecast enrolment patterns” (93/100, very high). Each score comes from five published 0–4 ratings turned into a number by a published formula, and each carries the model's one-sentence reason on the page.
Which tasks in “Head teachers and principals” stay human?: About 46% of this job's task weight sits in work that scores low for AI exposure. The lowest-scoring tasks in release 2026-q4.1 are: “Enforce school and class rules to maintain order in the classroom” (0/100, minimal); “Provide comprehensive care and supervision for babies in childcare settings” (0/100, minimal); “Represent institutions at community and campus events” (0/100, minimal). Low scores usually mean the task needs a body in a room, a legally accountable human, or trust built in real time. Those are the three things the scoring rubric treats as gates rather than obstacles.
What should someone working in “Head teachers and principals” do about AI?: Start from the ledger rather than the headline: 34% of this job's weighted core work is exposed, and roughly 46% is not. The practical move is to spend more of your week on the tasks that score low, the ones above, and to get fluent at directing AI through the tasks that score high, because those are the parts that change whether or not you are ready for them. This page does not predict your job, and nothing here is career advice tailored to you: the score describes the occupation, not the person.
How is the AI exposure score for Head teachers and principals calculated?: Each official task statement for the occupation is rated on five published 0–4 dimensions (output replicability, physical embodiment, licensed accountability, real-time human trust, and data availability) by claude-opus-5 using scoring prompt task_scoring_v1.0. The model never writes the score; a published formula turns the five ratings into a 0–100 number, so every score can be recomputed by hand. The occupation figure is the importance-weighted mean across 102 scored tasks. The prompt, the rubric, the formula and the full dataset are published at https://futureproof.collab365.com/method and https://futureproof.collab365.com/data/2026-q4.1 under CC BY 4.0.

Where these numbers come from

About the data on this page

Provisional, because the ONS revises this figure in the autumn.
This headcount comes from a survey, not a census, so treat it as a good estimate rather than an exact count.
The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
59 of this occupation's scored task statements carry a score that was measured under a different occupation's context, because the statement is shared between jobs and has only been scored once so far. Each one names the occupation it was measured under in the free routes below; none is presented as a measurement for this job.
Task clusters are not derived in this release, so the task-cluster field is empty and no Collab365 Space routing is attached to this occupation yet.

Task statements: gaisi-indexProcessing: catalogue-bridge → ssc-relatedness-weighting → task-scoring → score-aggregation
Task weights: gaisi-index (relatedness)
Scores: Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-05.
Pay and employment: ashe-t14 (ASHE 2025 provisional (reference April 2025))nomis-aps (Apr 2025-Mar 2026 (latest APS 12-month period))

Figures on this page come from release 2026-q4.1, published 2026-08-05. Every release keeps its own permanent address, so a figure you cite in March is still there, unchanged, in November.

The plain-English wording on this page is assembled directly from the task statements and the published ratings, not written by hand for this occupation. That is why it is specific, and it is also why we say so.

The routes and free resources further up are today’s, not the release’s (last reviewed 2026-08-05). A route is an offer, not a historical fact, so it moves on its own clock.

How we score a job Download this release Look up another job

Using these figures?

Cite this

Everything on this site is published under CC BY 4.0. Quote it, chart it, sell something built on it. Just say where it came from, and cite the dated release rather than the site, so the figure you quote stays checkable.

Plain text

Collab365 (2026). Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1 (methodVersion 2.0.0, promptVersion task_scoring_v1.0). https://futureproof.collab365.com/data/2026-q4.1. Licensed CC BY 4.0. Built with O*NET data (USDOL/ETA, CC BY 4.0); ONS data (Open Government Licence v3.0); GAISI task framework (arXiv:2507.22748, MIT); BLS data (public domain).

BibTeX

@misc{collab365futureproof2026q41,
  title        = {Collab365 Futureproof: task-level AI exposure for US and UK occupations, release 2026-q4.1},
  author       = {{Collab365}},
  year         = {2026},
  url          = {https://futureproof.collab365.com/data/2026-q4.1},
  note         = {Release 2026-q4.1, methodVersion 2.0.0, promptVersion task_scoring_v1.0, CC BY 4.0}
}

Permalink

https://futureproof.collab365.com/data/2026-q4.1

Data as of release 2026-q4.1, published 2026-08-05. Releases never change after publication; when the figures move, a new dated release is published beside this one and this one stays exactly where it is.