Assistive technologist to dean of faculty
An assistive technologist already meets 43% of what the dean of faculty role asks for. The move turns on 12 required skills not yet in the profile.
58.6/ 100
1 How much of what a dean of faculty is expected to do is already part of an assistive technologist’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the dean of faculty role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A dean of faculty role treats 8 of its required skills as things an assistive technologist already does. You would walk in with these on day one.
- cooperate with education professionals
- curriculum objectives
- curriculum standards
- education administration
- manage budgets
- present reports
What stands in the way is 12 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 16 skills that carry over, these are the ones fewest other occupations ask for. A dean of faculty role needs them, and most people applying for one will not have them already. This is the part of an assistive technologist background worth leading with.
- already held provide education management support management skills
- already held provide feedback to teachers communication, collaboration and creativity
- already held education administration business, administration and law
- already held advise on teaching methods communication, collaboration and creativity
- already held curriculum standards education
- already held evaluate education programmes information skills
All 16 carried skills, including the 8 the dean of faculty role treats as required.
Table 3 · What you may need to learn
The 19 missing skills fall into 5 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn assess students required
- still to learn assist in the organisation of school events required
- still to learn manage educational institution's administration required
- still to learn supervise staff required
- still to learn use office systems required
- optional, not held identify process improvements optional
- optional, not held assess employees' capability levels optional
- still to learn budgetary principles required
- still to learn organisational policies required
- still to learn university procedures required
- still to learn financial management required
- still to learn represent the organisation required
- optional, not held develop professional network optional
- optional, not held promote education course optional
- optional, not held write work-related reports optional
- still to learn provide information on study programmes required
- optional, not held guarantee students' safety optional
- still to learn maintain contract administration required
- optional, not held create a financial report optional
Table 4 · Where to start
The 3 entries a dean of faculty role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 budgetary principles study this
- 02 organisational policies study this
- 03 university procedures study this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 16 skills that carry over
- already held cooperate with education professionals skill
- already held curriculum objectives knowledge
- already held curriculum standards knowledge
- already held education administration knowledge
- already held manage budgets skill
- already held present reports skill
- already held project management knowledge
- already held provide education management support skill
- already held advise on teaching methods skill
- already held assessment processes knowledge
- already held evaluate education programmes skill
- already held funding methods knowledge
- already held identify education needs skill
- already held monitor educational developments skill
- already held provide feedback to teachers skill
- already held work with virtual learning environments skill
7 supplementary skills, helpful but not required
- optional, not held create a financial report optional
- optional, not held identify process improvements optional
- optional, not held assess employees' capability levels optional
- optional, not held develop professional network optional
- optional, not held guarantee students' safety optional
- optional, not held promote education course optional
- optional, not held write work-related reports optional
39 held skills the dean of faculty role does not ask for
- not needed by the target role ICT accessibility standards knowledge
- not needed by the target role address problems critically skill
- not needed by the target role advise on lesson plans skill
- not needed by the target role application usability knowledge
- not needed by the target role apply for government funding skill
- not needed by the target role assess users' interaction with ICT applications skill
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role assistive instruments knowledge
- not needed by the target role assistive technology in education knowledge
- not needed by the target role behavioural disorders knowledge
- not needed by the target role communication disorders knowledge
- not needed by the target role coordinate educational programmes skill
- not needed by the target role develop organisational policies skill
- not needed by the target role development delays knowledge
- not needed by the target role disability care knowledge
- not needed by the target role disability types knowledge
- not needed by the target role domotic systems knowledge
- not needed by the target role education law knowledge
- not needed by the target role ensure compliance with legal requirements skill
- not needed by the target role follow research on special needs education skill
- not needed by the target role government policy knowledge
- not needed by the target role guide learners in using assistive technologies skill
- not needed by the target role human-computer interaction knowledge
- not needed by the target role learning difficulties knowledge
- not needed by the target role learning needs analysis knowledge
- not needed by the target role liaise with educational support staff skill
- not needed by the target role manage government-funded programmes skill
- not needed by the target role manage resources for educational purposes skill
- not needed by the target role measure software usability skill
- not needed by the target role online moderation techniques knowledge
- not needed by the target role organise projects to fill education needs skill
- not needed by the target role promote education programmes skill
- not needed by the target role protect personal data and privacy skill
- not needed by the target role provide assistive technology skill
- not needed by the target role provide specialised instruction for special needs students skill
- not needed by the target role screen reader knowledge
- not needed by the target role special needs education knowledge
- not needed by the target role special needs learning equipment knowledge
- not needed by the target role stimulate students' independence skill
4 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn budgetary principles required
- still to learn organisational policies required
- still to learn university procedures required
- still to learn financial management required
Other moves recorded from assistive technologist
Common questions about this move
Can an assistive technologist become a dean of faculty?
Yes, and it is a substantial move. An assistive technologist already covers 43% of what a dean of faculty is expected to do: 16 skills carry over, 8 of which the dean of faculty role treats as required.
What skills does an assistive technologist need to become a dean of faculty?
12 required skills are missing, plus 7 optional ones. They fall into 5 areas of the ESCO skill hierarchy, led by management skills. The single most important is budgetary principles.
How hard is the move from assistive technologist to dean of faculty?
Its learning distance is 58.6 out of 100, which is the substantial band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.