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Education & Training · Updated Aug 2026

Career/Technical Education Teachers, Secondary School

Teach occupational, vocational, career, or technical subjects to students at the secondary school level.

JVS 2.0.0-phase4b
AI Exposure
61/100
High

How much of this occupation’s work can be materially affected by current AI systems.

Replacement Risk
55/100
Moderate

How likely exposure is to translate into reduced human demand.

Includes provisional estimates for AI adoption pressure and labour-market resilience. How this is measured

Evidence quality
Confidence82/100
Task coverage86%

Confidence reflects task coverage, mapping and capability-evidence quality, and how much of the score rests on provisional inputs.

Task-level evidence

What is driving the score?

Occupation scores are built from the task mix—not a single prediction about a job title.

JVS 2.0.0-phase4b
TaskImportanceAI impactExposure
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.High
72
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.High
65
Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop, and field studies.High
68
Establish and enforce rules for behavior and procedures for maintaining order among students.High
59
Observe and evaluate students' performance, behavior, social development, and physical health.High
58
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.High
51
Maintain accurate and complete student records as required by law, district policy, and administrative regulations.High
70
Enforce all administration policies and rules governing students.High
60
Prepare, administer, and grade tests and assignments to evaluate students' progress.High
68
Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.High
52
Guide and counsel students with adjustments, academic problems, or special academic interests.High
53
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.High
56
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.Medium
58
Keep informed about trends in education and subject matter specialties.Medium
74
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.Medium
74
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.Medium
64
Plan and supervise work-experience programs in businesses, industrial shops, and school laboratories.Medium
71
Prepare and implement remedial programs for students requiring extra help.Medium
66
Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.Medium
58
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.Medium
67
Meet with other professionals to discuss individual students' needs and progress.Medium
59
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.Medium
64
Prepare reports on students and activities as required by administration.Medium
66
Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.Medium
59
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.Medium
48
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.Medium
72
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.Medium
58
Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.Medium
32
Most exposed

Where AI can do more

Routine, digitized, and highly repeatable tasks face the greatest pressure.

  1. Keep informed about trends in education and subject matter specialties.74
  2. Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.74
  3. Use computers, audio-visual aids, and other equipment and materials to supplement presentations.72
  4. Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.72
Hardest to automate

Where people still matter

These tasks score lowest on automation feasibility—physical presence, judgement, accountability and real-world variability all resist end-to-end automation.

  1. Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.01
  2. Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.02
  3. Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.03
  4. Guide and counsel students with adjustments, academic problems, or special academic interests.04
  5. Use computers, audio-visual aids, and other equipment and materials to supplement presentations.05
Where else this work leads

Related occupations

Occupations O*NET links to this one. Relatedness reflects shared work, not a claim that these roles are safer.

See all rankings →
AI risk 59

Secondary School Teachers, Except Special and Career/Technical Education

Closely related work

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Beyond AI capability

Adoption and labour-market outlook

Structural factors are kept separate from raw capability so you can see what actually resists automation. Adoption pressure and labour-market resilience are still provisional models—25% of this occupation’s replacement-risk weight rests on them.

Human dependency48
Physical dependency50
Adoption pressure51
Labour-market resilience65
Methodology & sources

O*NET 30.3 occupational data interpreted through the JobsVsAI capability, automation and structural-constraint models.

Confidence82/100
CalculatedAug 21, 2026
Read methodology →