learning support teachertospecial educational needs itinerant teacher
A learning support teacher already meets 79% of what the special educational needs itinerant teacher role asks for. The move turns on 2 required skills not yet in the profile.
79%
25.9/ 100
1 Share of the special educational needs itinerant teacher role’s weighted skill requirement already met by the learning support 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 this move works
A special educational needs itinerant teacher role treats 18 of its required skills as things a learning support teacher already does. These are the ones it depends on most.
- adapt teaching to student's capabilities
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assessment processes
- assist students in their learning
What stands in the way is 2 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 27 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs itinerant teacher role needs them, and most people applying for one will not have them already. This is the part of a learning support teacher background worth leading with.
- already held provide teacher support communication, collaboration and creativity
- already held assist children with special needs in education settings assisting and caring
- already held show consideration for student's situation communication, collaboration and creativity
- already held primary school procedures education
- already held behavioural disorders social sciences, journalism and information
- already held special needs education education
All 27 carried skills, including the 18 the special educational needs itinerant teacher role treats as required.
Table 3 · What you would need to learn
The 12 missing skills fall into 4 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.
- required, not held advise on strategies for special needs students required
- optional, not held teach primary education class content optional
- optional, not held teach secondary education class content optional
- optional, not held consult student's support system optional
- optional, not held cooperate with education professionals optional
- optional, not held counsel clients optional
- optional, not held listen actively optional
- required, not held monitor student's behaviour required
- optional, not held assist students with their enrolment optional
- optional, not held provide specialised instruction for special needs students optional
- optional, not held provide social counselling optional
- optional, not held education law optional
Table 4 · Where to start
The 2 entries a special educational needs itinerant teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 advise on strategies for special needs students skill · occupation specific
- 02 monitor student's behaviour skill · cross sector
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 27 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 assessment processes knowledge
- already held assist students in their learning skill
- already held assist students with equipment skill
- already held behavioural disorders knowledge
- already held communicate with youth skill
- already held curriculum objectives knowledge
- already held demonstrate when teaching skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held liaise with educational staff skill
- already held liaise with educational support staff skill
- already held prepare lesson content skill
- already held provide lesson materials skill
- already held show consideration for student's situation skill
- already held arrange parent teacher meeting skill
- already held assist children with special needs in education settings skill
- already held assist in the organisation of school events skill
- already held keep records of attendance skill
- already held learning difficulties knowledge
- already held primary school procedures knowledge
- already held provide teacher support skill
- already held secondary school procedures knowledge
- already held special needs education knowledge
10 supplementary skills, helpful but not required
- optional, not held assist students with their enrolment optional
- optional, not held provide specialised instruction for special needs students optional
- optional, not held teach primary education class content optional
- optional, not held teach secondary education class content optional
- optional, not held consult student's support system optional
- optional, not held cooperate with education professionals optional
- optional, not held counsel clients optional
- optional, not held education law optional
- optional, not held listen actively optional
- optional, not held provide social counselling optional
31 held skills the special educational needs itinerant teacher role does not ask for
- not needed by the target role adapt teaching to target group skill
- not needed by the target role apply pre-teaching methods skill
- not needed by the target role assess the development of youth skill
- not needed by the target role construct individual learning plans skill
- not needed by the target role counsel students skill
- not needed by the target role encourage students to acknowledge their achievements skill
- not needed by the target role escort students on a field trip skill
- not needed by the target role facilitate teamwork between students skill
- not needed by the target role grammar knowledge
- not needed by the target role identify education needs skill
- not needed by the target role identify learning disorders skill
- not needed by the target role language teaching methods knowledge
- not needed by the target role learning needs analysis knowledge
- not needed by the target role maintain relations with children's parents skill
- not needed by the target role manage resources for educational purposes skill
- not needed by the target role mathematics knowledge
- not needed by the target role oversee extra-curricular activities skill
- not needed by the target role perform playground surveillance skill
- not needed by the target role provide learning support skill
- not needed by the target role recognise indicators of gifted student skill
- not needed by the target role school psychology knowledge
- not needed by the target role spelling knowledge
- not needed by the target role support gifted students skill
- not needed by the target role teach languages skill
- not needed by the target role teach mathematics skill
- not needed by the target role teach reading strategies skill
- not needed by the target role teach writing skill
- not needed by the target role teamwork principles knowledge
- not needed by the target role tutor students skill
- not needed by the target role use learning strategies skill
- not needed by the target role work with virtual learning environments skill
1 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- optional, not held education law optional
Other moves recorded from learning support teacher
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.