Special Education Teachers, Middle School

Teach academic, social, and life skills to middle school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Tasks Include:

Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Prepare materials and classrooms for class activities.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.

The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)

Projections Quick View:

Virginia: No Data

National: -0.9%

Education

Master's Degree

Job Zone:

Four: Considerable Preparation Needed

Income Range:

Highest ($50,000 and up)

Median Earnings:

National

$66,600.00

State

$62,910.00

Regional

Special Education Teachers, Middle School

Description

Career Cluster:

Education & Training

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Education

Required Level of Education

Master's Degree = 46.95%
Bachelor's Degree = 40.94%
Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 12.11%

Related Work Experience

Over 1 year, up to and including 2 years = 31.31%
Over 6 months, up to and including 1 year = 22.68%
None = 14.99%
Over 2 years, up to and including 4 years = 13.23%
Over 1 month, up to and including 3 months = 10.70%
Over 4 years, up to and including 6 years = 3.82%
Over 3 months, up to and including 6 months = 3.27%

On-Site or In-Plant Training

None = 23.99%
Up to and including 1 month = 21.33%
Over 3 months, up to and including 6 months = 14.67%
Over 1 month, up to and including 3 months = 13.38%
Over 6 months, up to and including 1 year = 10.97%
Over 1 year, up to and including 2 years = 9.80%
Over 2 years, up to and including 4 years = 5.85%

On-the-Job Training

Over 6 months, up to and including 1 year = 31.15%
Anything beyond short demonstration, up to and including 1 month = 17.28%
Over 3 months, up to and including 6 months = 16.43%
None or short demonstration = 12.98%
Over 1 month, up to and including 3 months = 9.34%
Over 1 year, up to and including 2 years = 6.59%
Over 2 years, up to and including 4 years = 4.99%
Over 10 years = 1.24%

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Tasks

Core Tasks Include:

Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Prepare materials and classrooms for class activities.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and instructional technology.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Coordinate placement of students with special needs into mainstream classes.
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
Prepare, administer, and grade tests and assignments to evaluate students' progress.
Guide and counsel students with adjustments, academic problems, or special academic interests.
Observe and evaluate students' performance, behavior, social development, and physical health.
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
Teach students personal development skills, such as goal setting, independence, and self-advocacy.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
Organize and label materials and display students' work.
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
Organize and supervise games and other recreational activities to promote physical, mental, and social development.
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
Attend staff meetings and serve on committees, as required.
Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
Develop or write Individualized Education Programs (IEPs) for students.
Collaborate with other teachers that provide instruction to special education students to ensure that the students receive appropriate support.

Supplemental Tasks Include:

Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
Provide additional instruction in vocational areas.
Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Knowledge

%	Subject	Description
94.25	Education and Training	Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
93.75	English Language	Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
73.75	Psychology	Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
64.50	Customer and Personal Service	Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
63.75	Mathematics	Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
61.00	Computers and Electronics	Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
57.50	Administrative	Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology.
57.50	Therapy and Counseling	Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
54.50	Public Safety and Security	Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Skills

%	Subject	Description
78.00	Speaking	Talking to others to convey information effectively.
78.00	Instructing	Teaching others how to do something.
75.00	Active Listening	Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
75.00	Active Learning	Understanding the implications of new information for both current and future problem-solving and decision-making.
75.00	Learning Strategies	Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
72.00	Reading Comprehension	Understanding written sentences and paragraphs in work-related documents.
72.00	Time Management	Managing one's own time and the time of others.
72.00	Critical Thinking	Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
72.00	Social Perceptiveness	Being aware of others' reactions and understanding why they react as they do.
68.75	Writing	Communicating effectively in writing as appropriate for the needs of the audience.
68.75	Monitoring	Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
68.75	Coordination	Adjusting actions in relation to others' actions.
68.75	Service Orientation	Actively looking for ways to help people.
65.50	Judgment and Decision Making	Considering the relative costs and benefits of potential actions to choose the most appropriate one.
65.50	Complex Problem Solving	Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
56.25	Persuasion	Persuading others to change their minds or behavior.
56.25	Negotiation	Bringing others together and trying to reconcile differences.
50.00	Management of Personnel Resources	Motivating, developing, and directing people as they work, identifying the best people for the job.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Abilities

%	Subject	Description
78.00	Written Comprehension	The ability to read and understand information and ideas presented in writing.
75.00	Oral Comprehension	The ability to listen to and understand information and ideas presented through spoken words and sentences.
75.00	Oral Expression	The ability to communicate information and ideas in speaking so others will understand.
75.00	Written Expression	The ability to communicate information and ideas in writing so others will understand.
72.00	Problem Sensitivity	The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
72.00	Deductive Reasoning	The ability to apply general rules to specific problems to produce answers that make sense.
72.00	Inductive Reasoning	The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
72.00	Information Ordering	The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
72.00	Speech Clarity	The ability to speak clearly so others can understand you.
72.00	Speech Recognition	The ability to identify and understand the speech of another person.
65.50	Originality	The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
65.50	Near Vision	The ability to see details at close range (within a few feet of the observer).
56.25	Category Flexibility	The ability to generate or use different sets of rules for combining or grouping things in different ways.
53.00	Fluency of Ideas	The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
53.00	Selective Attention	The ability to concentrate on a task over a period of time without being distracted.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Work Activities

%	Subject	Description
83.75	Communicating with Supervisors, Peers, or Subordinates	Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
79.75	Assisting and Caring for Others	Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
79.75	Establishing and Maintaining Interpersonal Relationships	Developing constructive and cooperative working relationships with others, and maintaining them over time.
79.25	Training and Teaching Others	Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
79.00	Getting Information	Observing, receiving, and otherwise obtaining information from all relevant sources.
78.25	Evaluating Information to Determine Compliance with Standards	Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
77.50	Documenting/Recording Information	Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
77.25	Updating and Using Relevant Knowledge	Keeping up-to-date technically and applying new knowledge to your job.
77.00	Developing Objectives and Strategies	Establishing long-range objectives and specifying the strategies and actions to achieve them.
76.75	Analyzing Data or Information	Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
76.50	Coaching and Developing Others	Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
76.00	Making Decisions and Solving Problems	Analyzing information and evaluating results to choose the best solution and solve problems.
74.50	Working with Computers	Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
74.50	Interpreting the Meaning of Information for Others	Translating or explaining what information means and how it can be used.
72.75	Organizing, Planning, and Prioritizing Work	Developing specific goals and plans to prioritize, organize, and accomplish your work.
72.00	Thinking Creatively	Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
70.25	Processing Information	Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
68.50	Resolving Conflicts and Negotiating with Others	Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
67.75	Performing for or Working Directly with the Public	Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
67.25	Developing and Building Teams	Encouraging and building mutual trust, respect, and cooperation among team members.
66.75	Scheduling Work and Activities	Scheduling events, programs, and activities, as well as the work of others.
66.00	Identifying Objects, Actions, and Events	Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
65.25	Coordinating the Work and Activities of Others	Getting members of a group to work together to accomplish tasks.
61.25	Monitoring Processes, Materials, or Surroundings	Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
60.50	Judging the Qualities of Objects, Services, or People	Assessing the value, importance, or quality of things or people.
60.00	Communicating with People Outside the Organization	Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
57.00	Performing Administrative Activities	Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
56.75	Guiding, Directing, and Motivating Subordinates	Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Work Styles

%	Subject	Description
97.25	Concern for Others	Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
96.25	Adaptability/Flexibility	Job requires being open to change (positive or negative) and to considerable variety in the workplace.
96.25	Dependability	Job requires being reliable, responsible, and dependable, and fulfilling obligations.
95.50	Self-Control	Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
94.75	Cooperation	Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
93.50	Stress Tolerance	Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
93.00	Achievement/Effort	Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
92.25	Social Orientation	Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
92.25	Integrity	Job requires being honest and ethical.
91.50	Attention to Detail	Job requires being careful about detail and thorough in completing work tasks.
90.25	Persistence	Job requires persistence in the face of obstacles.
90.25	Initiative	Job requires a willingness to take on responsibilities and challenges.
87.00	Leadership	Job requires a willingness to lead, take charge, and offer opinions and direction.
82.75	Analytical Thinking	Job requires analyzing information and using logic to address work-related issues and problems.
79.50	Innovation	Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
79.00	Independence	Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Work Values

%	Subject	Description
88.83	Relationships	Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
72.17	Working Conditions	Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
66.67	Achievement	Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
61.17	Independence	Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
50.00	Support	Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Work Context

%	Subject	Description
98.40	Contact With Others	How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it?
96.00	Electronic Mail	How often do you use electronic mail in this job?
96.00	Face-to-Face Discussions	How often do you have to have face-to-face discussions with individuals or teams in this job?
95.80	Work With Work Group or Team	How important is it to work with others in a group or team in this job?
89.00	Indoors, Environmentally Controlled	How often does this job require working indoors in environmentally controlled conditions?
87.40	Coordinate or Lead Others	How important is it to coordinate or lead others in accomplishing work activities in this job?
87.00	Freedom to Make Decisions	How much decision making freedom, without supervision, does the job offer?
86.00	Telephone	How often do you have telephone conversations in this job?
84.40	Physical Proximity	To what extent does this job require the worker to perform job tasks in close physical proximity to other people?
83.20	Time Pressure	How often does this job require the worker to meet strict deadlines?
82.40	Impact of Decisions on Co-workers or Company Results	What results do your decisions usually have on other people or the image or reputation or financial resources of your employer?
82.00	Structured versus Unstructured Work	To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals?
80.40	Deal With External Customers	How important is it to work with external customers or the public in this job?
80.40	Frequency of Conflict Situations	How often are there conflict situations the employee has to face in this job?
80.40	Frequency of Decision Making	How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization?
79.40	Importance of Being Exact or Accurate	How important is being very exact or highly accurate in performing this job?
78.00	Letters and Memos	How often does the job require written letters and memos?
77.60	Public Speaking	How often do you have to perform public speaking in this job?
73.80	Spend Time Standing	How much does this job require standing?
72.60	Deal With Unpleasant or Angry People	How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements?
67.00	Sounds, Noise Levels Are Distracting or Uncomfortable	How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable?
66.60	Responsible for Others' Health and Safety	How much responsibility is there for the health and safety of others in this job?
66.60	Responsibility for Outcomes and Results	How responsible is the worker for work outcomes and results of other workers?
64.20	Exposed to Disease or Infections	How often does this job require exposure to disease/infections?
62.00	Spend Time Walking and Running	How much does this job require walking and running?
59.40	Level of Competition	To what extent does this job require the worker to compete or to be aware of competitive pressures?
58.20	Consequence of Error	How serious would the result usually be if the worker made a mistake that was not readily correctable?
55.20	Spend Time Sitting	How much does this job require sitting?
55.00	Importance of Repeating Same Tasks	How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
51.60	Spend Time Making Repetitive Motions	How much does this job require making repetitive motions?

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Job Zone Four: Considerable Preparation Needed

Overall Experience
- A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training
- Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Examples
- Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
Education
- Most of these occupations require a four-year bachelor's degree, but some do not.

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

Earnings Benefits*

Region	Entry Level	Median	Experienced
United States	$48,140.00	$66,600.00	$84,040.00
Virginia	$50,190.00	$62,910.00	$82,120.00

Region	Entry Level	Median	Experienced
Alexandria/Arlington	$84,010.00	$105,540.00	$134,910.00
Bay Consortium	$49,800.00	$60,880.00	$65,100.00
Capital Region Workforce Partnership	$52,530.00	$60,890.00	$64,470.00
Central VA/Region2000	$45,270.00	$52,870.00	$63,980.00
Crater Area	$48,260.00	$56,990.00	$60,140.00
Greater Peninsula	No Data	No Data	No Data
Hampton Roads	$55,330.00	$82,120.00	$84,460.00
New River/Mt. Rogers	$45,190.00	$50,600.00	$62,840.00
Northern Virginia	$59,810.00	$71,810.00	$85,090.00
Piedmont Workforce	$50,720.00	$58,640.00	$68,770.00
Shenandoah Valley	$46,250.00	$57,560.00	$65,720.00
South Central	No Data	No Data	No Data
Southwestern Virginia	$43,590.00	$47,350.00	$54,530.00
West Piedmont	$56,510.00	$65,290.00	$69,680.00
Western Virginia	$49,900.00	$58,250.00	$65,470.00

* Earnings Calculations:

Regional Earnings:
   Entry = Annual mean of the lower 1/3 wage distribution;
   Experienced = Annual mean of the upper 2/3 wage distribution.

National and State Earnings:
   Entry = Annual 10th percentile wage;
   Experienced = Annual 75th percentile wage.

The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)

Special Education Teachers, Middle School

Employment Projections

USA: 2023-2033

Virginia: 2022-2032

Regions: 2020-2030

	Current	Projected	% Change
United States	88,600	87,800	-0.9%
Virginia	No Data	No Data	No Data

Region	Current*	Projected	% Change
Alexandria/Arlington	No Data	No Data	No Data
Bay Consortium	No Data	No Data	No Data
Capital Region Workforce Partnership	No Data	No Data	No Data
Central VA/Region2000	No Data	No Data	No Data
Crater Area	No Data	No Data	No Data
Greater Peninsula	No Data	No Data	No Data
Hampton Roads	No Data	No Data	No Data
New River/Mt. Rogers	No Data	No Data	No Data
Northern Virginia	No Data	No Data	No Data
Piedmont Workforce	No Data	No Data	No Data
Shenandoah Valley	No Data	No Data	No Data
South Central	No Data	No Data	No Data
Southwestern Virginia	No Data	No Data	No Data
West Piedmont	No Data	No Data	No Data
Western Virginia	No Data	No Data	No Data

* - Estimated

The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)

Special Education Teachers, Middle School

Related Occupations

The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:

Careers in Teaching/Training Pathway:

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

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The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet291)

Special Education Teachers, Middle School

Proficiency Ratings

These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.

Proficiency	Rating
Communicating with Supervisors, Peers, or Subordinates	4.5
Assisting and Caring for Others	4.0
Establishing and Maintaining Interpersonal Relationships	4.0
Training and Teaching Others	4.0
Getting Information	4.0
Evaluating Information to Determine Compliance with Standards	4.0
Documenting/Recording Information	4.0
Updating and Using Relevant Knowledge	4.0
Developing Objectives and Strategies	4.0
Analyzing Data or Information	4.0
Coaching and Developing Others	4.0
Making Decisions and Solving Problems	4.0
Working with Computers	4.0
Interpreting the Meaning of Information for Others	4.0
Organizing, Planning, and Prioritizing Work	4.0
Thinking Creatively	4.0
Processing Information	4.0
Resolving Conflicts and Negotiating with Others	3.5
Performing for or Working Directly with the Public	3.5
Developing and Building Teams	3.5
Scheduling Work and Activities	3.5
Identifying Objects, Actions, and Events	3.5
Coordinating the Work and Activities of Others	3.5
Monitoring Processes, Materials, or Surroundings	3.5
Judging the Qualities of Objects, Services, or People	3.5
Communicating with People Outside the Organization	3.5
Performing Administrative Activities	3.5
Guiding, Directing, and Motivating Subordinates	3.5
Providing Consultation and Advice to Others	3.0
Performing General Physical Activities	2.5
Estimating the Quantifiable Characteristics of Products, Events, or Information	2.5
Inspecting Equipment, Structures, or Materials	2.5
Selling or Influencing Others	2.0
Handling and Moving Objects	2.0
Monitoring and Controlling Resources	2.0
Controlling Machines and Processes	2.0
Staffing Organizational Units	2.0
Repairing and Maintaining Electronic Equipment	1.5
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment	1.5
Repairing and Maintaining Mechanical Equipment	1.0
Operating Vehicles, Mechanized Devices, or Equipment	1.0

The data sources for the information displayed here include: O*NET™. (Using onet291)

Special Education Teachers, Middle School

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The data sources for the information displayed here include: O*NET™. (Using onet291)