Career Overlap Transition record Edition 1 · ESCO v1.2.1
Table 1Transition record

language school teachertomodern languages teacher secondary school

A language school teacher already meets 64% of what the modern languages teacher secondary school role asks for. The move turns on 9 required skills not yet in the profile.

From language school teacher
64%
Overlap1
To modern languages teacher secondary school
29 Skills carried over
9 Required, not held
44.2 Difficulty2
Career overlap Strong match

64%

Learning distance Real move, short list to learn

44.2/ 100

1 Share of the modern languages teacher secondary school role’s weighted skill requirement already met by the language school teacher 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.

Why

Why this move works

A modern languages teacher secondary school role treats 23 of its required skills as things a language school teacher already does. These are the ones it depends on most.

  • adapt teaching to student's capabilities
  • apply intercultural teaching strategies
  • assess students
  • assign homework
  • assist students in their learning
  • curriculum objectives

What stands in the way is 9 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.

Table 2

Table 2 · What you already bring

Of the 29 skills that carry over, these are the ones fewest other occupations ask for. A modern languages teacher secondary school role needs them, and most people applying for one will not have them already. This is the part of a language school teacher background worth leading with.

Skill the target role also needs Area
  • already held supervise spoken language learning communication, collaboration and creativity
  • already held Computer Assisted Language Learning education
  • already held ethnolinguistics arts and humanities
  • already held teach languages communication, collaboration and creativity
  • already held language teaching methods education
  • already held oversee extra-curricular activities management skills

All 29 carried skills, including the 23 the modern languages teacher secondary school role treats as required.

Table 3

Table 3 · What you would need to learn

The 23 missing skills fall into 9 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 communication, collaboration and creativity 3 required, 5 supplementary
  • required, not held apply teaching strategies required
  • required, not held compile course material required
  • required, not held liaise with educational staff required
  • optional, not held identify cross-curricular links with other subject areas 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
  • optional, not held speak different languages optional
02 management skills 3 required, 1 supplementary
  • required, not held develop course outline required
  • required, not held maintain students' discipline required
  • required, not held monitor student's behaviour required
  • optional, not held recognise indicators of gifted student optional
03 arts and humanities 1 required, 3 supplementary
  • required, not held modern languages required
  • optional, not held classical languages optional
  • optional, not held linguistics optional
  • optional, not held literature optional
04 business, administration and law 1 required
  • required, not held secondary school procedures required
05 education 1 required
  • required, not held post-secondary school procedures required
06 information skills 2 supplementary
  • optional, not held identify learning disorders optional
  • optional, not held monitor educational developments optional

3 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a modern languages teacher secondary school 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 29 skills that carry over
Skill Type
  • already held adapt teaching to student's capabilities skill
  • already held apply intercultural teaching strategies skill
  • already held assess students skill
  • already held assign homework skill
  • already held assist students in their learning skill
  • already held curriculum objectives knowledge
  • already held demonstrate when teaching skill
  • already held facilitate teamwork between students skill
  • already held give constructive feedback skill
  • already held guarantee students' safety skill
  • already held instructional strategies knowledge
  • already held keep records of attendance skill
  • already held language teaching methods knowledge
  • already held learning difficulties knowledge
  • already held liaise with educational support staff skill
  • already held manage resources for educational purposes 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 provide lesson materials skill
  • already held supervise spoken language learning skill
  • already held teach languages skill
  • already held Computer Assisted Language Learning knowledge
  • already held assist in the organisation of school events skill
  • already held escort students on a field trip skill
  • already held ethnolinguistics knowledge
  • already held oversee extra-curricular activities skill
  • already held work with virtual learning environments skill
The 3 learning areas not shown above
Skill to acquire Tier
07 assisting and caring 1 supplementary
  • optional, not held perform playground surveillance optional
08 health and welfare 1 supplementary
  • optional, not held disability types optional
09 social sciences, journalism and information 1 supplementary
  • optional, not held adolescent socialisation behaviour optional
14 supplementary skills, helpful but not required
Skill to acquire Tier
  • optional, not held identify cross-curricular links with other subject areas optional
  • optional, not held adolescent socialisation behaviour optional
  • optional, not held arrange parent teacher meeting optional
  • optional, not held classical languages optional
  • optional, not held consult student's support system optional
  • optional, not held disability types optional
  • optional, not held identify learning disorders optional
  • optional, not held linguistics optional
  • optional, not held literature optional
  • optional, not held monitor educational developments 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
  • optional, not held speak different languages optional
24 held skills the modern languages teacher secondary school role does not ask for
Skill Type
  • not needed by the target role adapt teaching to target group skill
  • not needed by the target role adapt training to labour market skill
  • not needed by the target role adult education knowledge
  • not needed by the target role advise on lesson plans skill
  • not needed by the target role assess students' preliminary learning experiences skill
  • not needed by the target role assessment processes knowledge
  • not needed by the target role consult students on learning content skill
  • not needed by the target role deliver online training skill
  • not needed by the target role develop learning curriculum skill
  • not needed by the target role education administration knowledge
  • not needed by the target role encourage students to acknowledge their achievements skill
  • not needed by the target role improve students' language examination skills skill
  • not needed by the target role keep personal administration skill
  • not needed by the target role promote education course skill
  • not needed by the target role provide career counselling skill
  • not needed by the target role provide immigration advice skill
  • not needed by the target role show consideration for student's situation skill
  • not needed by the target role support migrants to integrate in the receiving country skill
  • not needed by the target role teach ESOL language class skill
  • not needed by the target role teach ESOL literacy class skill
  • not needed by the target role teach further education skill
  • not needed by the target role teach translation techniques skill
  • not needed by the target role teamwork principles knowledge
  • not needed by the target role use pedagogic strategies for creativity skill
8 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 post-secondary school procedures required
  • required, not held modern languages required
  • required, not held secondary school procedures required
  • optional, not held adolescent socialisation behaviour optional
  • optional, not held classical languages optional
  • optional, not held disability types optional
  • optional, not held linguistics optional
  • optional, not held literature optional
Index

Other moves recorded from language school teacher

Full index of moves from language school teacher

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.