US dataswitch to UK
Career/Technical Education Teachers, Postsecondary
observing and evaluating students' work to determine progress, developing curricula and planning course content and methods of instruction and determining training needs of students or workers. If that's your week, this page is about your job.
The honest answer
This job is splitting in two: developing teaching aids, such as instructional software, multimedia visual aids or studying materials is work AI now does quickly and cheaply, and supervising and monitoring students' use of tools and equipment is work it can't touch.
Which half fills your week decides your exposure. That is more in your control than it sounds.
Your week, as this page understands it
Teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school. Teaching takes place in public or private schools whose primary business is academic or vocational education. The job title says “career/technical education teachers” or “postsecondary”: officially one job, two names. The real job is the part underneath: supervising and monitoring students' use of tools and equipment. 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 career/technical education teachers, postsecondary is not one task. It is 20 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is supervising and monitoring students' use of tools and equipment, and the ledger below shows exactly why.
Where the work sits, by task weight
- shifting to AI
- 38%
- changing shape
- 0%
- staying human
- 62%
These bars are tasks changing hands, not people being counted out. The ledger below shows which.
Whole-job exposure score 43 out of 100 (37–50 allowing for uncertainty): partial exposure, across 20 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 career/technical education teachers, postsecondary 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.
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.
- 1 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
8 tasksTasks 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.
Preparing reports and maintaining records
This is reading one thing and writing another: reports in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details.” (O*NET task statement)
How this row was scored
Exposure score: 69 out of 100 (62–76 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: Grades, registers and activity records are routine records software already keeps well.
The five ratings: output a model can produce 4/4 · 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.
Developing curricula and planning course content and methods of instruction
This is reading one thing and writing another: curricula in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Develop curricula and plan course content and methods of instruction.” (O*NET 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: Drafting a curriculum and course content is writing work, checked later against accreditation rules.
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.
Integrating academic and vocational curricula so that students can obtain a variety of skills
This is reading one thing and writing another: academic in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Integrate academic and vocational curricula so that students can obtain a variety of skills.” (O*NET 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: Blending academic and vocational content into one course is curriculum writing work.
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.
Determining training needs of students or workers
This is reading one thing and writing another: needs of students in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Determine training needs of students or workers.” (O*NET 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: Working out what students or workers need to learn is assessment and analysis at a screen.
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.
Preparing outlines of instructional programs and training schedules and establishing course goals
This is reading one thing and writing another: outlines of instructional programs in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Prepare outlines of instructional programs and training schedules and establish course goals.” (O*NET task statement)
How this row was scored
Exposure score: 81 out of 100 (74–88 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: Course outlines, schedules and goals follow familiar patterns that software drafts well.
The five ratings: output a model can produce 4/4 · 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
0 tasksTasks 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.
Nothing in this job’s scored task list landed in this group. That is the measurement, not an editorial choice, and it is worth knowing either way.
Staying human
12 tasksTasks 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.
Presenting lectures and conducting discussions to increase students' knowledge and competence using visual aids
The value here is that a specific person handles lectures and stands behind it. That is earned, not computed.
importance 4 · CoreSource: “Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.” (O*NET 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: Lecture content and slides generate well, though the class itself is delivered live.
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.
Observing and evaluating students' work to determine progress
This work happens in the physical world: students' work, in a real place. Software cannot follow it there.
importance 5 · CoreSource: “Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.” (O*NET 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 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: Written work is easy to mark, but judging practical skills means watching students do them.
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 2/4 · how much data exists 3/4.
Administering oral, written or performance tests to measure progress and to evaluate training effectiveness
This work happens in the physical world: oral, written or performance tests, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.” (O*NET task statement)
How this row was scored
Exposure score: 28 out of 100 (21–35 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: Written and oral tests are easy to set and mark, but practical tests must be observed.
The five ratings: output a model can produce 3/4 · 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.
Providing individualized instruction and tutorial or remedial instruction
The value here is that a specific person handles individualized instruction and stands behind it. That is earned, not computed.
importance 4 · CoreSource: “Provide individualized instruction and tutorial or remedial instruction.” (O*NET task statement)
How this row was scored
Exposure score: 31 out of 100 (24–38 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: Tutoring content is strong, but a struggling student’s progress often hinges on trusting their teacher.
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 3/4 · how much data exists 3/4.
Selecting and assembling books, materials, supplies and equipment for training, courses or projects
This work happens in the physical world: books, materials, supplies and equipment, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Select and assemble books, materials, supplies, and equipment for training, courses, or projects.” (O*NET 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; work that happens in the physical world.
The rating behind it: Choosing books and materials is a documented task, but gathering the equipment is physical.
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 0/4 · how much data exists 3/4.
Show the other 10 tasks
Developing teaching aids, such as instructional software, multimedia visual aids or studying materials
shifting to AIThis is reading one thing and writing another: aids in, a record out. That is the shape today's tools are built for.
importance 4 · CoreSource: “Develop teaching aids, such as instructional software, multimedia visual aids, or study materials.” (O*NET 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: Producing study materials, visual aids and simple instructional software is a clear strength.
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.
Reviewing enrollment applications and corresponding with applicants to obtain additional information
shifting to AIThis is reading one thing and writing another: enrollment applications in, a record out. That is the shape today's tools are built for.
importance 4 · SupplementalSource: “Review enrollment applications and correspond with applicants to obtain additional information.” (O*NET task statement)
How this row was scored
Exposure score: 79 out of 100 (72–86 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: Reviewing applications and chasing missing details is standard administrative processing.
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 1/4 · how much data exists 3/4.
Arranging for lectures by experts in designated fields
shifting to AIThis is reading one thing and writing another: lectures in, a record out. That is the shape today's tools are built for.
importance 3 · CoreSource: “Arrange for lectures by experts in designated fields.” (O*NET task statement)
How this row was scored
Exposure score: 79 out of 100 (72–86 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: Finding and booking guest speakers is routine correspondence and scheduling.
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 1/4 · how much data exists 3/4.
Advising students on course selection
staying humanThe value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 4 · CoreSource: “Advise students on course selection, career decisions, and other academic and vocational concerns.” (O*NET 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: reading one thing and writing another; the value is that a specific person does it.
The rating behind it: Course information is easy to supply, but career decisions often turn on a trusted adviser.
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 3/4 · how much data exists 2/4.
Participating in conferences, seminars and training sessions to keep abreast of developments in the field and integrate relevant information into training programs
staying humanThis work happens in the physical world: conferences, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Participate in conferences, seminars, and training sessions to keep abreast of developments in the field, and integrate relevant information into training programs.” (O*NET 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: Summarizing industry developments is a strength, though attending events is done in person.
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.
Serving on faculty and school committees concerned with budgeting
staying humanThe value here is that a specific person handles faculty and stands behind it. That is earned, not computed.
importance 3 · CoreSource: “Serve on faculty and school committees concerned with budgeting, curriculum revision, and course and diploma requirements.” (O*NET 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: Papers can be drafted, but committee decisions come from people arguing them out together.
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.
Conducting on-the-job training classes or training sessions to teach and demonstrate principles
staying humanThis work happens in the physical world: on-the-job training classes, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques, procedures, or methods of designated subjects.” (O*NET 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 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: Content drafts easily, but demonstrating a technique on the job happens with hands and equipment.
The five ratings: output a model can produce 3/4 · 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.
Acquiring, maintaining and repairing laboratory equipment and tools
staying humanThis work happens in the physical world: laboratory equipment, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Acquire, maintain, and repair laboratory equipment and tools.” (O*NET 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: mistakes that are cheap to catch; work that happens in the physical world.
The rating behind it: Buying equipment is admin, but maintaining and repairing lab equipment is hands-on.
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 0/4 · how much data exists 2/4.
Supervising independent or group projects
staying humanThis work happens in the physical world: independent, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Supervise independent or group projects, field placements, laboratory work, or other training.” (O*NET task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 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: Supervising lab work and placements means being present where the work is happening.
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 2/4 · how much data exists 2/4.
Supervising and monitoring students' use of tools and equipment
staying humanThis work happens in the physical world: students' use of tools, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Supervise and monitor students' use of tools and equipment.” (O*NET 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 rating behind it: Keeping pupils safe with tools means being physically present and watching what they do.
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 1/4 · how much data exists 2/4.
What this job pays, and how many people do it
- Median pay
- $63,820a year, the middle of the range, so half earn more and half earn less.bls-oews, 2025 · May 2025 estimates (national_M2025_dl.xlsx)
How we know this
Source: bls-oews
Reference period: May 2025 estimates (national_M2025_dl.xlsx)
Rounding: Shown as published.
- People doing this job
- 114,110in the US, 2025.bls-oews · May 2025 estimates (national_M2025_dl.xlsx)
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: aids in, a record out. The rows above are exactly that shape: developing teaching aids, such as instructional software and preparing reports and maintaining records. What it cannot do is be there in the room, and that is still where students' use of tools gets 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. Developing teaching aids, such as instructional software, multimedia visual aids or studying materials is going; supervising and monitoring students' use of tools and equipment is not.
So, given all that: 38% of this job's task weight sits in rows the software is already learning, 0% in rows that change shape rather than disappear, and 62% in rows it is nowhere near. That is the position, measured across 20 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 (supervising and monitoring students' use of tools and equipment) 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 supervising and monitoring students' use of tools and equipment, 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, use CareerOneStop - Find local training. It is free, it is the Labor Department's own service, 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 US occupations to career/technical education teachers, postsecondary (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was adult basic education, adult secondary education, and english as a second language instructors: only about 5% of its durable work is work you already do. Your own job splits about 38/62: 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 “present lectures and conduct discussions to increase students' knowledge and competence using…”, and let the exposed end go.
How that was checked: this job was compared against all 830 US 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.
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already conduct on-the-job training classes or training sessions to teach and demonstrate principles, techniques…, and their equivalent is to conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects. Across both published task lists that is about 5% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 5% of the durable side of that job. That is a different job, not a next step.
Forestry and Conservation Science Teachers, Postsecondary
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already supervise independent or group projects, field placements, laboratory work, or other training, and their equivalent is to supervise students' laboratory or field work. Across both published task lists that is about 4% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 4% of the durable side of that job. That is a different job, not a next step. And it is a narrow door: about 1,520 of those jobs against 114,110 of yours (OEWS May 2025), 1% as many seats.
Biological Science Teachers, Postsecondary
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already supervise and monitor students' use of tools and equipment, and their equivalent is to supervise students' laboratory work. Across both published task lists that is about 4% of the durable work in that job.
Why I am not recommending it: Almost none of it is work you already do: about 4% of the durable side of that job. That is a different job, not a next step.
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: 38% of its task weight, across 20 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 States figures
The United Kingdom splits this work across more than one official group, of which Further education teaching professionals is the closest. The pay and employment figures are not directly comparable, and we do not average them together.
Switch to the United Kingdom page →partial match
In UK official statistics this job is counted as Further education teaching professionals. Pay and employment stay on this page’s own group; the task list and the scores do not cross over.
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.
Anywhere in the US:
CareerOneStop - Find local training
Search what's running near you, from the Labor Department's own database, before anyone sells you a course.
Free to search; individual programs vary, and some are funded
Anywhere in the US:
An American Job Center will sit down with you for free. Find yours by ZIP code.
Free
Anywhere in the US:
CareerOneStop - Licensed occupations finder
Check what your state actually requires before you pay for anything.
Free
Anywhere in the US:
Free
No Space for this job, but one for what is happening to it
Nothing Collab365 runs is built for career/technical education teachers / postsecondary, 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 38% of the work on this page is already inside what they can do.
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 career/technical education teachers / postsecondary. 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 career/technical education teachers / postsecondary 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 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 Career/Technical Education Teachers, Postsecondary?
- Not as a job, but it is already doing parts of the work. Across the 20 official task statements scored for Career/Technical Education Teachers, Postsecondary (United States, SOC 25-1194), 38% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 43 out of 100 (range 37–50, 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 “Career/Technical Education Teachers, Postsecondary” can AI already do?
- The highest-scoring tasks in release 2026-q4.1 are: “Develop teaching aids, such as instructional software, multimedia visual aids, or study materials” (93/100, very high); “Prepare outlines of instructional programs and training schedules and establish course goals” (81/100, very high); “Review enrollment applications and correspond with applicants to obtain additional information” (79/100, 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 “Career/Technical Education Teachers, Postsecondary” stay human?
- About 62% 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: “Supervise and monitor students' use of tools and equipment” (0/100, minimal); “Supervise independent or group projects, field placements, laboratory work, or other training” (9/100, minimal); “Acquire, maintain, and repair laboratory equipment and tools” (13/100, 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 “Career/Technical Education Teachers, Postsecondary” do about AI?
- Start from the ledger rather than the headline: 38% of this job's weighted core work is exposed, and roughly 62% 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 Career/Technical Education Teachers, Postsecondary 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 20 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
Worth knowing about these figures
- The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
- 1 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
- onet-dbProcessing: catalogue-bridge → onet-im-rt-weighting → task-scoring → score-aggregation
- Task weights
- onet-db (im-rt)
- Scores
- Rubric task_scoring_v1.0, model claude-opus-5, computed 2026-08-04.
- Pay and employment
- bls-oews (May 2025 estimates (national_M2025_dl.xlsx))bls-oews (May 2025 estimates (national_M2025_dl.xlsx))
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.
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}
}Data as of release 2026-q4.1, published . 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.