Fine arts instructor to art teacher secondary school
A fine arts instructor already meets 69% of what the art teacher secondary school role asks for. The move turns on 7 required skills not yet in the profile.
40.4/ 100
1 How much of what an art teacher secondary school is expected to do is already part of a fine arts instructor’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 art teacher secondary school role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
An art teacher secondary school role treats 21 of its required skills as things a fine arts instructor already does. You would walk in with these on day one.
- adapt teaching to student's capabilities
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assist students in their learning
- compile course material
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 35 skills that carry over, these are the ones fewest other occupations ask for. An art teacher secondary school role needs them, and most people applying for one will not have them already. This is the part of a fine arts instructor background worth leading with.
- already held supervise craft production handling and moving
- already held teach arts principles communication, collaboration and creativity
- already held use painting techniques communication, collaboration and creativity
- already held define creative components communication, collaboration and creativity
- already held types of paint natural sciences, mathematics and statistics
- already held select artistic materials to create artworks communication, collaboration and creativity
All 35 carried skills, including the 21 the art teacher secondary school role treats as required.
Table 3 · What you may need to learn
The 21 missing skills fall into 9 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 assign homework required
- still to learn maintain students' discipline required
- still to learn monitor student's behaviour required
- optional, not held oversee extra-curricular activities optional
- optional, not held recognise indicators of gifted student optional
- still to learn liaise with educational staff required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held use artistic materials for drawing optional
- optional, not held arrange parent teacher meeting optional
- optional, not held consult student's support system optional
- optional, not held prepare youths for adulthood optional
- still to learn fine arts required
- still to learn secondary school procedures required
- still to learn post-secondary school procedures required
- optional, not held monitor art scene developments optional
- optional, not held identify learning disorders optional
- optional, not held monitor educational developments optional
3 further areas in the appendix
Table 4 · Where to start
The 3 entries an art teacher secondary school role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 assign homework practise this
- 02 post-secondary school procedures study this
- 03 fine arts 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 35 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held apply intercultural teaching strategies skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assist students in their learning skill
- already held compile course material skill
- already held curriculum objectives knowledge
- already held define creative components skill
- already held demonstrate when teaching skill
- already held develop course outline skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held instructional strategies knowledge
- already held liaise with educational support staff skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held select artistic materials to create artworks skill
- already held supervise craft production skill
- already held teach arts principles skill
- already held art history knowledge
- already held assist in the organisation of school events skill
- already held assist students with equipment skill
- already held copyright legislation knowledge
- already held facilitate teamwork between students skill
- already held gather reference materials for artwork skill
- already held graphic design knowledge
- already held keep records of attendance skill
- already held learning difficulties knowledge
- already held manage resources for educational purposes skill
- already held provide lesson materials skill
- already held types of paint knowledge
- already held use painting techniques skill
- already held work with virtual learning environments skill
The 3 learning areas not shown above
- optional, not held escort students on a field trip optional
- optional, not held perform playground surveillance optional
- optional, not held disability types optional
- optional, not held adolescent socialisation behaviour optional
14 supplementary skills, helpful but not required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held monitor art scene developments optional
- optional, not held use artistic materials for drawing optional
- optional, not held adolescent socialisation behaviour optional
- optional, not held arrange parent teacher meeting optional
- optional, not held consult student's support system optional
- optional, not held disability types optional
- optional, not held escort students on a field trip optional
- optional, not held identify learning disorders optional
- optional, not held monitor educational developments optional
- optional, not held oversee extra-curricular activities optional
- optional, not held perform playground surveillance optional
- optional, not held prepare youths for adulthood optional
- optional, not held recognise indicators of gifted student optional
23 held skills the art teacher secondary school role does not ask for
- not needed by the target role adapt training to labour market skill
- not needed by the target role assess conservation needs skill
- not needed by the target role assessment processes knowledge
- not needed by the target role assist students with their dissertation skill
- not needed by the target role create craft prototypes skill
- not needed by the target role create sculptures skill
- not needed by the target role create sketches skill
- not needed by the target role develop learning curriculum skill
- not needed by the target role ergonomics knowledge
- not needed by the target role manage budgets skill
- not needed by the target role manage different ceramic firing techniques skill
- not needed by the target role operate a ceramics kiln skill
- not needed by the target role paint sets skill
- not needed by the target role present exhibition skill
- not needed by the target role promote the conservatory skill
- not needed by the target role provide career counselling skill
- not needed by the target role scientific research methodology knowledge
- not needed by the target role select subject matter skill
- not needed by the target role teamwork principles knowledge
- not needed by the target role types of pottery material knowledge
- not needed by the target role use digital illustration techniques skill
- not needed by the target role use genre painting techniques skill
- not needed by the target role use traditional illustration techniques skill
5 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 post-secondary school procedures required
- still to learn fine arts required
- still to learn secondary school procedures required
- optional, not held adolescent socialisation behaviour optional
- optional, not held disability types optional
Common questions about this move
Can a fine arts instructor become an art teacher secondary school?
Yes, and it is a moderate move. A fine arts instructor already covers 69% of what an art teacher secondary school is expected to do: 35 skills carry over, 21 of which the art teacher secondary school role treats as required.
What skills does a fine arts instructor need to become an art teacher secondary school?
7 required skills are missing, plus 14 optional ones. They fall into 9 areas of the ESCO skill hierarchy, led by management skills. The single most important is assign homework.
How hard is the move from fine arts instructor to art teacher secondary school?
Its learning distance is 40.4 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.