Mathematics teacher at secondary school to art teacher secondary school
A mathematics teacher at secondary school already meets 79% of what the art teacher secondary school role asks for. The move turns on 5 required skills not yet in the profile.
29.8/ 100
1 How much of what an art teacher secondary school is expected to do is already part of a mathematics teacher at secondary school’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 23 of its required skills as things a mathematics teacher at secondary school 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
- assign homework
- assist students in their learning
What stands in the way is 5 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 43 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 mathematics teacher at secondary school background worth leading with.
- already held identify cross-curricular links with other subject areas communication, collaboration and creativity
- already held identify learning disorders information skills
- already held adolescent socialisation behaviour social sciences, journalism and information
- already held recognise indicators of gifted student management skills
- already held post-secondary school procedures education
- already held monitor student's behaviour management skills
All 43 carried skills, including the 23 the art teacher secondary school role treats as required.
Table 3 · What you may need to learn
The 13 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 define creative components required
- still to learn select artistic materials to create artworks required
- still to learn teach arts principles required
- optional, not held use artistic materials for drawing optional
- optional, not held use painting techniques optional
- still to learn fine arts required
- optional, not held art history optional
- optional, not held graphic design optional
- still to learn supervise craft production required
- optional, not held gather reference materials for artwork optional
- optional, not held monitor art scene developments optional
- optional, not held copyright legislation optional
- optional, not held types of paint optional
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 define creative components practise this
- 02 select artistic materials to create artworks practise this
- 03 supervise craft production 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 43 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 assign homework skill
- already held assist students in their learning skill
- already held compile course material skill
- already held curriculum objectives knowledge
- 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 staff skill
- already held liaise with educational support staff skill
- already held maintain students' discipline skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held monitor student's behaviour skill
- already held perform classroom management skill
- already held post-secondary school procedures knowledge
- already held prepare lesson content skill
- already held secondary school procedures knowledge
- already held adolescent socialisation behaviour knowledge
- already held arrange parent teacher meeting skill
- already held assist in the organisation of school events skill
- already held assist students with equipment skill
- already held consult student's support system skill
- already held disability types knowledge
- already held escort students on a field trip skill
- already held facilitate teamwork between students skill
- already held identify cross-curricular links with other subject areas skill
- already held identify learning disorders skill
- already held keep records of attendance skill
- already held learning difficulties knowledge
- already held manage resources for educational purposes skill
- already held monitor educational developments skill
- already held oversee extra-curricular activities skill
- already held perform playground surveillance skill
- already held prepare youths for adulthood skill
- already held provide lesson materials skill
- already held recognise indicators of gifted student skill
- already held work with virtual learning environments skill
8 supplementary skills, helpful but not required
- optional, not held art history optional
- optional, not held gather reference materials for artwork optional
- optional, not held monitor art scene developments optional
- optional, not held use artistic materials for drawing optional
- optional, not held use painting techniques optional
- optional, not held copyright legislation optional
- optional, not held graphic design optional
- optional, not held types of paint optional
6 held skills the art teacher secondary school role does not ask for
- not needed by the target role communicate mathematical information skill
- not needed by the target role execute analytical mathematical calculations skill
- not needed by the target role mathematical modelling knowledge
- not needed by the target role mathematics knowledge
- not needed by the target role teach mathematics skill
- not needed by the target role use mathematical tools and equipment 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 fine arts required
- optional, not held art history optional
- optional, not held copyright legislation optional
- optional, not held graphic design optional
- optional, not held types of paint optional
Other moves recorded from mathematics teacher at secondary school
- philosophy teacher secondary school 80% covered · adjacent
- literature teacher at secondary school 78% covered · moderate
- classical languages teacher secondary school 78% covered · moderate
- music teacher secondary school 72% covered · moderate
Full index of moves from mathematics teacher at secondary school
Common questions about this move
Can a mathematics teacher at secondary school become an art teacher secondary school?
Yes, and it is an adjacent move. A mathematics teacher at secondary school already covers 79% of what an art teacher secondary school is expected to do: 43 skills carry over, 23 of which the art teacher secondary school role treats as required.
What skills does a mathematics teacher at secondary school need to become an art teacher secondary school?
5 required skills are missing, plus 8 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by communication, collaboration and creativity. The single most important is define creative components.
How hard is the move from mathematics teacher at secondary school to art teacher secondary school?
Its learning distance is 29.8 out of 100, which is the adjacent 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.