Assistive technologist to deputy head teacher
An assistive technologist already meets 50% of what the deputy head teacher role asks for. The move turns on 7 required skills not yet in the profile.
53/ 100
1 How much of what a deputy head teacher 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 deputy head teacher role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A deputy head teacher role treats 10 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
- education law
- monitor educational developments
What stands in the way is 7 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 19 skills that carry over, these are the ones fewest other occupations ask for. A deputy head teacher 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 manage government-funded programmes management skills
- already held apply for government funding information skills
- already held promote education programmes communication, collaboration and creativity
- already held education administration business, administration and law
All 19 carried skills, including the 10 the deputy head teacher role treats as required.
Table 3 · What you may need to learn
The 25 missing skills fall into 6 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 supervise educational staff required
- still to learn assist in the organisation of school events required
- still to learn maintain students' discipline required
- optional, not held assess the development of youth optional
- optional, not held manage student admissions optional
- optional, not held analyse staff capacity optional
- optional, not held monitor student's behaviour optional
- still to learn communicate with youth required
- still to learn write work-related reports required
- optional, not held liaise with board members optional
- optional, not held develop professional network optional
- optional, not held maintain relations with children's parents optional
- optional, not held manage contracts optional
- optional, not held prepare youths for adulthood optional
- still to learn pedagogy required
- optional, not held learning technologies optional
- optional, not held kindergarten school procedures optional
- optional, not held primary school procedures optional
- still to learn guarantee students' safety required
- optional, not held escort students on a field trip optional
- optional, not held contract law optional
- optional, not held labour legislation optional
- optional, not held secondary school procedures optional
- optional, not held create a financial report optional
- optional, not held lead inspections optional
Table 4 · Where to start
The 3 entries a deputy head teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 supervise educational staff practise this
- 02 assist in the organisation of school events practise this
- 03 communicate with youth practise this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 19 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 education law knowledge
- already held monitor educational developments skill
- already held present reports skill
- already held project management knowledge
- already held provide education management support skill
- already held provide feedback to teachers skill
- already held advise on lesson plans skill
- already held advise on teaching methods skill
- already held apply for government funding skill
- already held assessment processes knowledge
- already held evaluate education programmes skill
- already held funding methods knowledge
- already held manage budgets skill
- already held manage government-funded programmes skill
- already held promote education programmes skill
18 supplementary skills, helpful but not required
- optional, not held assess the development of youth optional
- optional, not held create a financial report optional
- optional, not held learning technologies optional
- optional, not held liaise with board members optional
- optional, not held manage student admissions optional
- optional, not held analyse staff capacity optional
- optional, not held contract law optional
- optional, not held develop professional network optional
- optional, not held escort students on a field trip optional
- optional, not held kindergarten school procedures optional
- optional, not held labour legislation optional
- optional, not held lead inspections optional
- optional, not held maintain relations with children's parents optional
- optional, not held manage contracts optional
- optional, not held monitor student's behaviour optional
- optional, not held prepare youths for adulthood optional
- optional, not held primary school procedures optional
- optional, not held secondary school procedures optional
36 held skills the deputy head teacher 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 application usability knowledge
- 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 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 identify education needs skill
- 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 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 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
- not needed by the target role work with virtual learning environments skill
7 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 pedagogy required
- optional, not held learning technologies optional
- optional, not held contract law optional
- optional, not held kindergarten school procedures optional
- optional, not held labour legislation optional
- optional, not held primary school procedures optional
- optional, not held secondary school procedures optional
Other moves recorded from assistive technologist
Common questions about this move
Can an assistive technologist become a deputy head teacher?
Yes, and it is a moderate move. An assistive technologist already covers 50% of what a deputy head teacher is expected to do: 19 skills carry over, 10 of which the deputy head teacher role treats as required.
What skills does an assistive technologist need to become a deputy head teacher?
7 required skills are missing, plus 18 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by management skills. The single most important is supervise educational staff.
How hard is the move from assistive technologist to deputy head teacher?
Its learning distance is 53 out of 100, which is the moderate 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.