Table 1Transition record

education programme coordinatortospecial educational needs head teacher

A education programme coordinator already meets 28% of what the special educational needs head teacher role asks for. The move turns on 18 required skills not yet in the profile.

From education programme coordinator

28%

Overlap1

To special educational needs head teacher

14 Skills carried over

18 Required, not held

75.9 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 75.9

This move: 75.9 of 100 · career change

1 Share of the special educational needs head teacher role’s weighted skill requirement already met by the education programme coordinator profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 14 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs head teacher role needs them, and most people applying for one will not have them already. This is the part of a education programme coordinator background worth leading with.

Skill the target role also needs Area

already held learning technologies education
already held promote education programmes communication, collaboration and creativity
already held advise on teaching methods communication, collaboration and creativity
already held curriculum standards education
already held evaluate education programmes information skills
already held advise on lesson plans communication, collaboration and creativity

All 14 carried skills, including the 8 the special educational needs head teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 42 missing skills fall into 10 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 management skills 5 required, 5 supplementary

required, not held supervise educational staff required
required, not held analyse staff capacity required
required, not held assist in the organisation of school events required
required, not held develop organisational policies required
required, not held use office systems required

optional, not held assess the development of youth optional
optional, not held manage student admissions optional
optional, not held assess employees' capability levels optional
optional, not held manage government-funded programmes optional
optional, not held plan shifts of employees optional

02 education 4 required, 3 supplementary

required, not held instructional strategies required
required, not held curriculum objectives required
required, not held learning difficulties required
required, not held learning needs analysis required

optional, not held assessment processes optional
optional, not held kindergarten school procedures optional
optional, not held primary school procedures optional

03 business, administration and law 2 required, 4 supplementary

required, not held project management required
required, not held education law required

optional, not held contract law optional
optional, not held funding methods optional
optional, not held labour legislation optional
optional, not held secondary school procedures optional

04 information skills 2 required, 3 supplementary

required, not held apply for government funding required
required, not held assess financial viability required

optional, not held create a financial report optional
optional, not held lead inspections optional
optional, not held maintain contract administration optional

05 communication, collaboration and creativity 2 required, 2 supplementary

required, not held provide feedback to teachers required
required, not held write work-related reports required

optional, not held maintain relations with children's parents optional
optional, not held manage contracts optional

06 health and welfare 2 required, 1 supplementary

required, not held disability care required
required, not held disability types required

optional, not held development delays optional

4 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a special educational needs head teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 14 skills that carry over

Skill Type

already held cooperate with education professionals skill
already held curriculum standards knowledge
already held manage budgets skill
already held manage staff skill
already held monitor educational developments skill
already held pedagogy knowledge
already held present reports skill
already held special needs education knowledge
already held advise on lesson plans skill
already held advise on teaching methods skill
already held evaluate education programmes skill
already held identify education needs skill
already held learning technologies knowledge
already held promote education programmes skill

The 4 learning areas not shown above

Skill to acquire Tier

07 assisting and caring 1 required, 2 supplementary

required, not held guarantee students' safety required

optional, not held provide specialised instruction for special needs students optional
optional, not held escort students on a field trip optional

08 social sciences, journalism and information 2 supplementary

optional, not held behavioural disorders optional
optional, not held communication disorders optional

09 services 1 supplementary

optional, not held trade union regulations optional

10 working with computers 1 supplementary

optional, not held work with virtual learning environments optional

24 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held assess the development of youth optional
optional, not held create a financial report optional
optional, not held manage student admissions optional
optional, not held provide specialised instruction for special needs students optional
optional, not held assess employees' capability levels optional
optional, not held assessment processes optional
optional, not held behavioural disorders optional
optional, not held communication disorders optional
optional, not held contract law optional
optional, not held development delays optional
optional, not held escort students on a field trip optional
optional, not held funding methods optional
optional, not held kindergarten school procedures optional
optional, not held labour legislation optional
optional, not held lead inspections optional
optional, not held maintain contract administration optional
optional, not held maintain relations with children's parents optional
optional, not held manage contracts optional
optional, not held manage government-funded programmes optional
optional, not held plan shifts of employees optional
optional, not held primary school procedures optional
optional, not held secondary school procedures optional
optional, not held trade union regulations optional
optional, not held work with virtual learning environments optional

16 held skills the special educational needs head teacher role does not ask for

Skill Type

not needed by the target role action research knowledge
not needed by the target role advise on curriculum development skill
not needed by the target role analyse the training market skill
not needed by the target role budgetary principles knowledge
not needed by the target role coordinate educational programmes skill
not needed by the target role create solutions to problems skill
not needed by the target role develop a pedagogical concept skill
not needed by the target role develop promotional tools skill
not needed by the target role ensure curriculum adherence skill
not needed by the target role establish educational network skill
not needed by the target role identify undetected organisational needs skill
not needed by the target role inspect education institutions skill
not needed by the target role liaise with local authorities skill
not needed by the target role maintain relationships with government agencies skill
not needed by the target role monitor curriculum implementation skill
not needed by the target role promote social awareness skill

19 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held disability care required
required, not held instructional strategies required
required, not held project management required
required, not held curriculum objectives required
required, not held disability types required
required, not held education law required
required, not held learning difficulties required
required, not held learning needs analysis required
optional, not held assessment processes optional
optional, not held behavioural disorders optional
optional, not held communication disorders optional
optional, not held contract law optional
optional, not held development delays optional
optional, not held funding methods 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
optional, not held trade union regulations optional

Index

Other moves recorded from education programme coordinator

Full index of moves from education programme coordinator

Note

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.