Elementary School Teachers, Except Special Education
Teach students basic academic, social, and other formative skills in public or private schools at the elementary level.
How AI Impacts Each Task
38 tasks analyzed
Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
Adapt teaching methods and instructional materials to meet students' varying needs and interests.
Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
Prepare materials and classrooms for class activities.
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Guide and counsel students with adjustment or academic problems, or special academic interests.
Observe and evaluate students' performance, behavior, social development, and physical health.
Enforce administration policies and rules governing students.
Read books to entire classes or small groups.
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare and implement remedial programs for students requiring extra help.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
Meet with other professionals to discuss individual students' needs and progress.
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
Assign and grade class work and homework.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Prepare reports on students and activities as required by administration.
Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.
Organize and label materials and display students' work.
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
Attend staff meetings and serve on committees, as required.
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
| Task | AI Capability | Risk | Time % | |
|---|---|---|---|---|
| Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. | 10Estimated | 19.0% | 3% | |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | 65.83Observed | 41.3% | 5% | |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. | 58.45Observed | 50.4% | 2% | |
| Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems. | 55.2Observed | 37.1% | 2% | |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 15Estimated | 21.0% | 2% | |
| Prepare materials and classrooms for class activities. | 57.63Observed | 56.1% | 2% | |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | 68.75Observed | 60.5% | 1% | |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | 70Estimated | 55.0% | 2% | |
| Guide and counsel students with adjustment or academic problems, or special academic interests. | 61.92Observed | 39.8% | 2% | |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 50.5Observed | 47.2% | 3% | |
| Enforce administration policies and rules governing students. | 42Estimated | 66.0% | 1% | |
| Read books to entire classes or small groups. | 40Estimated | 31.0% | 2% | |
| Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 0Estimated | 9.0% | 1% | |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 65.22Observed | 53.1% | 3% | |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | 52.85Observed | 36.1% | 2% | |
| Prepare and implement remedial programs for students requiring extra help. | 61.78Observed | 51.7% | 2% | |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 59.17Observed | 38.7% | 2% | |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | 44.1Observed | 66.8% | 3% | |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 52.15Observed | 70.1% | 2% | |
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | 92Estimated | 86.0% | 2% | |
| Meet with other professionals to discuss individual students' needs and progress. | 62Observed | 39.8% | 1% | |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | 70.38Observed | 43.2% | 2% | |
| Assign and grade class work and homework. | 48.55Observed | 68.6% | 3% | |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | 10Estimated | 19.0% | 2% | |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 64.92Observed | 53.0% | 2% | |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | 87Estimated | 84.0% | 1% | |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 10Estimated | 19.0% | 1% | |
| Prepare reports on students and activities as required by administration. | 55Observed | 71.2% | 2% | |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs. | 72.05Observed | 55.8% | 1% | |
| Organize and label materials and display students' work. | 48.25Observed | 52.3% | 1% | |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | 30Estimated | 27.0% | 5% | |
| Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. | 63.9Observed | 40.6% | 12% | |
| Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need. | 80Estimated | 59.0% | 7% | |
| Attend staff meetings and serve on committees, as required. | 10Estimated | 19.0% | 7% | |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | 32Estimated | 62.0% | 7% | |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | 10Estimated | 19.0% | 4% | |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | 72Estimated | 78.0% | 4% | |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | 61.3Observed | 39.5% | 3% |
Skill Impact Analysis
AI-Vulnerable Skills (6)
High reliance on Reading Comprehension is a risk area. Consider developing complementary AI-resistant skills to maintain value.
High reliance on Information Ordering is a risk area. Consider developing complementary AI-resistant skills to maintain value.
High reliance on Mathematics is a risk area. Consider developing complementary AI-resistant skills to maintain value.
Memorization is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
Mathematics is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
Programming is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
AI-Resistant Skills (11)
Adaptability/Flexibility is AI-resistant — strengthening this skill provides durable career protection.
Leadership is AI-resistant — strengthening this skill provides durable career protection.
Instructing is AI-resistant — strengthening this skill provides durable career protection.
Social Perceptiveness is AI-resistant — strengthening this skill provides durable career protection.
Coordination is AI-resistant — strengthening this skill provides durable career protection.
Service Orientation is AI-resistant — strengthening this skill provides durable career protection.
Complex Problem Solving is AI-resistant — strengthening this skill provides durable career protection.
Persuasion is AI-resistant — strengthening this skill provides durable career protection.
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Score History
Risk score over 2 scoring runs
overall change
Education & Training
Percentage of workers at each education and training level
Training Provided After Hiring
How long it typically takes to learn on the job
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Last scored March 14, 2026 · Based on BLS employment data and O*NET task analysis