US dataswitch to UK
Substitute Teachers, Short-Term
answering students' questions, organizing and supervising games or other recreational activities and teaching social skills. If that's your week, this page is about your job.
The honest answer
AI changes the edges of this job, not the middle: enforcing school and class rules to maintain order in the classroom is work software can't reach.
What shifts is grading students' assignments and exams: the paper around the work, not the work.
Your week, as this page understands it
Teach students on a short-term basis as a temporary replacement for a regular classroom teacher, typically using the regular teacher's lesson plan. The job title says “substitute teachers” or “short-term”: officially one job, two names. The real job is the part underneath: enforcing school and class rules to maintain order in the classroom. 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 substitute teachers, short-term is not one task. It is 18 scored ones, and they are nowhere near equally exposed. The most durable of them, on this evidence, is enforcing school and class rules to maintain order in the classroom, and the ledger below shows exactly why.
Where the work sits, by task weight
- shifting to AI
- 0%
- changing shape
- 4%
- staying human
- 96%
These bars are tasks changing hands, not people being counted out. The ledger below shows which.
Whole-job exposure score 13 out of 100 (9–18 allowing for uncertainty): minimal exposure, across 18 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 substitute teachers, short-term 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.
- 2 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
- 4 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
0 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.
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.
Changing shape
1 taskTasks 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.
Grading students' assignments and exams
The software now makes the first pass at students' assignments, but the deciding part still needs a person. So the job becomes checking and deciding rather than producing.
importance 4 · SupplementalSource: “Grade students' assignments and exams.” (O*NET task statement)
How this row was scored
Exposure score: 49 out of 100 (45–53 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: Marking assignments and exams is reading and judging written work, which software does reliably.
The five ratings: output a model can produce 3/4 · 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.
Staying human
17 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.
Answering students' questions
This work happens in the physical world: students' questions, in a real place. Software cannot follow it there.
importance 5 · CoreSource: “Answer students' questions.” (O*NET 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 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: Explaining a point clearly is something software does well, though answering happens live in the room.
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 2/4 · how much data exists 3/4.
Enforcing school and class rules to maintain order in the classroom
This work happens in the physical world: school, in a real place. Software cannot follow it there.
importance 5 · CoreSource: “Enforce school and class rules to maintain order in the classroom.” (O*NET task statement)
How this row was scored
Exposure score: 0 out of 100 (0–7 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
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 depends on an adult being physically present with the students.
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 2/4 · how much data exists 2/4.
Taking class attendance and maintaining attendance records
This work happens in the physical world: class attendance, in a real place. Software cannot follow it there.
importance 5 · CoreSource: “Take class attendance and maintain attendance records.” (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: Attendance records are simple data, though someone has to see who is actually in the 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 0/4 · how much data exists 3/4.
Following lesson plans designed by absent teachers
This work happens in the physical world: lesson plans, in a real place. Software cannot follow it there.
importance 5 · CoreSource: “Follow lesson plans designed by absent teachers.” (O*NET task statement)
How this row was scored
Exposure score: 6 out of 100 (0–13 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 someone else's lesson means standing in front of a class of children.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Distributing or collecting tests or homework assignments
This work happens in the physical world: tests, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Distribute or collect tests or homework assignments.” (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: Handing out and collecting papers is physical work in the room.
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 0/4 · how much data exists 1/4.
Distributing teaching materials, such as textbooks, workbooks, papers and pencils, to students
This work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Distribute teaching materials, such as textbooks, workbooks, papers, and pencils, to students.” (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: Passing out books, paper and pencils is done by hand.
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 0/4 · how much data exists 1/4.
Operating equipment, computers or audio-visual aids to supplement presentations
This work happens in the physical world: equipment, computers or audio-visual aids, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Operate equipment such as computers or audio-visual aids to supplement presentations.” (O*NET task statement)
How this row was scored
Exposure score: 9 out of 100 (2–16 allowing for uncertainty): minimal exposure, high confidence, and it moved between repeat runs, so the range is widened.
Why it sits in this group: the same decision, made over and over; work that happens in the physical world.
The rating behind it: Setting up and working classroom kit needs hands on the equipment.
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 1/4 · how much data exists 3/4.
Teaching social skills
This work happens in the physical world: social skills, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Teach social skills to students, such as communication, conflict resolution, and etiquette.” (O*NET 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: 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: Advice on getting along with others can be written, but young people learn it from adults they trust.
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 3/4 · how much data exists 3/4.
Supervising students during activities outside the classroom
This work happens in the physical world: students during activities outside the classroom, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Supervise students during activities outside the classroom, such as recess, lunch, and field trips.” (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: Watching over students at break, lunch or on a trip means being there with them.
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 1/4.
Show the other 8 tasks
Tutoring or assisting students individually or in small groups
staying humanThe value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 4 · CoreSource: “Tutor or assist students individually or in small groups.” (O*NET task statement)
How this row was scored
Exposure score: 34 out of 100 (27–41 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: One-to-one explanation and practice questions are something software does well and cheaply.
The five ratings: output a model can produce 3/4 · needs a body in a room 1/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 3/4.
Counseling students with adjustment or academic problems
staying humanThe value here is that a specific person handles students and stands behind it. That is earned, not computed.
importance 4 · CoreSource: “Counsel students with adjustment or academic problems.” (O*NET 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 can be written down, but students act on it when it comes from 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 2/4.
Attending professional meetings, educational conferences or teacher training workshops to improve professional competence
staying humanThis work happens in the physical world: professional meetings, educational conferences or teacher training workshops, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Attend professional meetings, educational conferences, or teacher training workshops to improve professional competence.” (O*NET 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 same decision, made over and over; work that happens in the physical world.
The rating behind it: Training days are about the teacher own learning, which cannot be done on their behalf.
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 3/4.
Teaching a variety of subjects
staying humanThis work happens in the physical world: a variety of subjects, in a real place. Software cannot follow it there.
importance 4 · CoreSource: “Teach a variety of subjects, such as English, mathematics, and social studies.” (O*NET 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 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: The subject knowledge is widely available, but teaching a class happens in front of the students.
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 2/4 · how much data exists 4/4.
Organizing and supervising games or other recreational activities
staying humanThis work happens in the physical world: games, in a real place. Software cannot follow it there.
importance 4 · SupplementalSource: “Organize and supervise games or other recreational activities.” (O*NET task statement)
How this row was scored
Exposure score: 5 out of 100 (1–9 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: Games need an adult out there watching and joining in.
The five ratings: output a model can produce 1/4 · needs a body in a room 3/4 · needs an accountable person 1/4 · needs to be trusted in the moment 2/4 · how much data exists 2/4.
Assisting students with boarding or exiting school buses
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · SupplementalSource: “Assist students with boarding or exiting school buses.” (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: Helping children on and off buses is done at the kerb.
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 1/4.
Providing students with disabilities with assistive devices
staying humanThis work happens in the physical world: students, in a real place. Software cannot follow it there.
importance 4 · SupplementalSource: “Provide students with disabilities with assistive devices, supportive technology, or assistance accessing facilities, such as restrooms.” (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 value is that a specific person does it.
The rating behind it: Helping a student use a device or reach the toilet requires being physically alongside them.
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 2/4 · how much data exists 1/4.
Restocking teaching materials or supplies
staying humanThis work happens in the physical world: materials, in a real place. Software cannot follow it there.
importance 4 · SupplementalSource: “Restock teaching materials or supplies.” (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: Restocking supplies means physically fetching and putting things out.
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 0/4 · how much data exists 1/4.
What this job pays, and how many people do it
- Median pay
- $41,670a 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
- 524,770in 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: students' assignments in, a record out. The rows above are exactly that shape: grading students' assignments and exams. What it cannot do is be there in the room, and that is still where school 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
Start with what does not change: enforcing school and class rules to maintain order in the classroom is the middle of this job, and the evidence on this page says it stays with a person.
So, given all that: 0% of this job's task weight sits in rows the software is already learning, 4% in rows that change shape rather than disappear, and 96% in rows it is nowhere near. That is the position, measured across 18 scored tasks. It is not a forecast about you.
So the thing worth your attention is not the job going away. It is the layer around it. Grading students' assignments and exams is the part turning into software, and being the person who understands that layer is worth money.
This week: one thing
Ask the one question. Find whoever is bringing new software into your workplace (the manager, the office, whoever runs the system) and ask them what it is meant to do to students' assignments, and what it is not meant to touch. Ten minutes, this week, before anyone decides it for you.
- What you end up holding
- a straight answer about what is actually being rolled out, and when
- How long it takes
- ten minutes
If there’s nobody obvious to ask, or you’d rather not ask your manager: Put the same question to your union rep, your shift lead or the person who has been there longest, in person, over a break. Same ten minutes, same answer, and you will usually get a straighter one. Write down what they say. The note is the artifact, and it tells you whether students' questions are in scope or not. Nothing to log into, no license needed.
Over the next 90 days
Get inside the tool rollout rather than waiting for it. Over the next ninety days, ask to be in the group that tests, checks or signs off whatever new system arrives near grading students' assignments and exams. It is usually an unglamorous seat that nobody fights for, and it is the one that decides how the software is used on your job rather than to it.
Over the next 12 months
On this evidence I would not retrain out of this job, and I will say that plainly rather than hedge it. The task list here is dominated by work that stays with a person. What I would do with a year is get formally recognised for the layer around it (the systems, the compliance, the planning), so you are the one who understands the software instead of the one it is done to. 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 substitute teachers, short-term (nearest by the work that AI is not taking, not by job title), and none of them survived. The closest was teaching assistants, except postsecondary: only about 35% of its durable work is work you already do and it pays 11.7% less. And on the numbers you do not need one. This job scores 13/100 here, with only 0% of the task list in the top band, and “answer students' questions” is not work that hands over cleanly. None of them beats deepening what you already have.
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.
Teaching Assistants, Except Postsecondary
Why it looked obvious: It came up as a near neighbour because one of your tasks is on their list in the same words: “distribute teaching materials”. Across the whole of both lists that adds up to about 34% of the work in that job the software is not taking.
Why I am not recommending it: It is closer than most, and still not close enough: about 34% of that job's durable work is already yours, against the 35% I want to see before I will call something a route. It is a pay cut, in those words: $36,780 against your $41,670, 11.7% less (OEWS May 2025 (both)). Retraining to earn less is a decision, not advice.
Middle School Teachers, Except Special and Career/Technical Education
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already teach a variety of subjects, and their equivalent is to instruct through lectures, discussions, and demonstrations in one or more subjects. Across both published task lists that is about 19% of the durable work in that job.
Why I am not recommending it: You would be starting most of it from nothing: about 19% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
Special Education Teachers, Kindergarten and Elementary School
Why it looked obvious: It came up as a near neighbour on the work AI is not taking: you already provide students with disabilities with assistive devices, supportive technology, or assistance accessing facilities, and their equivalent is to provide assistive devices, supportive technology, or assistance accessing facilities. Across both published task lists that is about 19% of the durable work in that job.
Why I am not recommending it: You would be starting most of it from nothing: about 19% of the durable work in that job is work you do today, and the rest you would be learning while the bills carried on.
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: 0% of its task weight, across 18 scored tasks. Every row behind it is printed above with the source. Check ours; ignore theirs.
The headlines about your trade disappearing
They are usually about the technology, not the timetable. Changes to work like enforcing school and class rules to maintain order in the classroom arrive through rules, insurance and money, slowly and visibly. This page tracks the task evidence and will move when it moves.
Retraining out of a job that is holding up
On this evidence I would not spend money leaving. Spend it on the layer around the job instead: the tools, the paperwork, the planning. That is where the change actually is.
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 Teachers of english as a foreign language 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 Teachers of english as a foreign language. 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
Why there is no community here
Collab365, who build this site, run paid Spaces for a small number of subjects, and none of them is built for this job. We are not going to point you at the nearest one and call it a fit.
So the free services listed on this page are the whole answer, and it is the same answer we would give a friend.
Noted, and thank you. We’ll email you if a Space for substitute teachers / short-term 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 Substitute Teachers, Short-Term?
- Not as a job, but it is already doing parts of the work. Across the 18 official task statements scored for Substitute Teachers, Short-Term (United States, SOC 25-3031), 0% of the importance-weighted core work is made of tasks today's AI could already do most of. The overall exposure score is 13 out of 100 (range 9–18, band: minimal). 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 “Substitute Teachers, Short-Term” can AI already do?
- The highest-scoring tasks in release 2026-q4.1 are: “Grade students' assignments and exams” (49/100, partial); “Take class attendance and maintain attendance records” (38/100, low); “Tutor or assist students individually or in small groups” (34/100, low). 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 “Substitute Teachers, Short-Term” stay human?
- About 96% 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 students during activities outside the classroom, such as recess, lunch, and field trips” (0/100, minimal); “Restock teaching materials or supplies” (0/100, minimal); “Provide students with disabilities with assistive devices, supportive technology, or assistance accessing facilities, such as restrooms” (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 “Substitute Teachers, Short-Term” do about AI?
- Start from the ledger rather than the headline: 0% of this job's weighted core work is exposed, and roughly 96% 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 Substitute Teachers, Short-Term 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 18 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
- 2 tasks scored differently between repeat runs, so their range on this page is wider. We would rather show the wobble than hide it.
- The match between this job and its counterpart in the other country is partial, so the two pages count slightly different groups of people.
- 4 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.
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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.