Secondary school teacher to hospitality vocational teacher
A secondary school teacher already meets 66% of what the hospitality vocational teacher role asks for. The move turns on 6 required skills not yet in the profile.
42.3/ 100
1 How much of what a hospitality vocational teacher is expected to do is already part of a secondary school teacher’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 hospitality vocational teacher role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A hospitality vocational teacher role treats 18 of its required skills as things a secondary school teacher 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
- assessment processes
- assign homework
What stands in the way is 6 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 23 skills that carry over, these are the ones fewest other occupations ask for. A hospitality vocational teacher role needs them, and most people applying for one will not have them already. This is the part of a secondary school teacher background worth leading with.
- already held assign homework management skills
- already held maintain students' discipline management skills
- already held manage student relationships communication, collaboration and creativity
- already held instructional strategies education
- already held develop course outline management skills
- already held adapt teaching to student's capabilities communication, collaboration and creativity
All 23 carried skills, including the 18 the hospitality vocational teacher role treats as required.
Table 3 · What you may need to learn
The 18 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 teach customer service techniques required
- still to learn work in vocational school required
- still to learn teach hospitality principles required
- optional, not held train staff to reduce food waste optional
- still to learn customer service required
- still to learn teamwork principles required
- still to learn adapt training to labour market required
- optional, not held inspect table settings optional
- optional, not held prepare tableware optional
- optional, not held serve beverages optional
- optional, not held serve food in table service optional
- optional, not held supervise food quality optional
- optional, not held drinks service operations optional
- optional, not held food service operations optional
- optional, not held hotel operations optional
3 further areas in the appendix
Table 4 · Where to start
The 3 entries a hospitality vocational teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 customer service study this
- 02 teach customer service techniques practise this
- 03 work in vocational school 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 23 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 assign homework skill
- already held assist students in their learning skill
- already held assist students with equipment skill
- already held curriculum objectives knowledge
- already held develop course outline 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 maintain students' discipline skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held prepare lesson content skill
- already held learning difficulties knowledge
- already held manage resources for educational purposes skill
- already held perform classroom management skill
- already held provide lesson materials skill
- already held work with virtual learning environments skill
The 3 learning areas not shown above
- optional, not held alcoholic beverage products optional
- optional, not held disability types optional
- optional, not held manage restaurant service optional
12 supplementary skills, helpful but not required
- optional, not held drinks service operations optional
- optional, not held food service operations optional
- optional, not held hotel operations optional
- optional, not held inspect table settings optional
- optional, not held manage restaurant service optional
- optional, not held prepare tableware optional
- optional, not held serve beverages optional
- optional, not held serve food in table service optional
- optional, not held supervise food quality optional
- optional, not held train staff to reduce food waste optional
- optional, not held alcoholic beverage products optional
- optional, not held disability types optional
73 held skills the hospitality vocational teacher role does not ask for
- not needed by the target role adolescent socialisation behaviour knowledge
- not needed by the target role arrange parent teacher meeting skill
- not needed by the target role assist in the organisation of school events skill
- not needed by the target role biological chemistry knowledge
- not needed by the target role biology knowledge
- not needed by the target role chemistry knowledge
- not needed by the target role classical languages knowledge
- not needed by the target role compile course material skill
- not needed by the target role computer science knowledge
- not needed by the target role consult student's support system skill
- not needed by the target role cooperate with education professionals skill
- not needed by the target role demonstrate when teaching skill
- not needed by the target role develop digital educational materials skill
- not needed by the target role e-learning knowledge
- not needed by the target role ecology knowledge
- not needed by the target role economics knowledge
- not needed by the target role escort students on a field trip skill
- not needed by the target role ethics knowledge
- not needed by the target role geography knowledge
- not needed by the target role history knowledge
- not needed by the target role identify cross-curricular links with other subject areas skill
- not needed by the target role identify learning disorders skill
- not needed by the target role identify talent skill
- not needed by the target role instruct in sport skill
- not needed by the target role keep records of attendance skill
- not needed by the target role language teaching methods knowledge
- not needed by the target role liaise with educational staff skill
- not needed by the target role liaise with educational support staff skill
- not needed by the target role linguistics knowledge
- not needed by the target role literary theory knowledge
- not needed by the target role literature knowledge
- not needed by the target role mathematics knowledge
- not needed by the target role modern languages knowledge
- not needed by the target role monitor children's physical development skill
- not needed by the target role monitor educational developments skill
- not needed by the target role monitor student's behaviour skill
- not needed by the target role music literature knowledge
- not needed by the target role musical instruments knowledge
- not needed by the target role oversee extra-curricular activities skill
- not needed by the target role pedagogy knowledge
33 further entries not listed here
7 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 customer service required
- still to learn teamwork principles required
- optional, not held drinks service operations optional
- optional, not held food service operations optional
- optional, not held hotel operations optional
- optional, not held alcoholic beverage products optional
- optional, not held disability types optional
Other moves recorded from secondary school teacher
- music teacher secondary school 80% covered · moderate
- physical education teacher secondary school 75% covered · moderate
- special educational needs teacher secondary school 70% covered · moderate
- special educational needs itinerant teacher 69% covered · moderate
- drama teacher secondary school 69% covered · moderate
- language school teacher 67% covered · moderate
- secondary school teaching assistant 66% covered · moderate
- further education teacher 66% covered · moderate
Common questions about this move
Can a secondary school teacher become a hospitality vocational teacher?
Yes, and it is a moderate move. A secondary school teacher already covers 66% of what a hospitality vocational teacher is expected to do: 23 skills carry over, 18 of which the hospitality vocational teacher role treats as required.
What skills does a secondary school teacher need to become a hospitality vocational teacher?
6 required skills are missing, plus 12 optional ones. They fall into 9 areas of the ESCO skill hierarchy, led by communication, collaboration and creativity. The single most important is customer service.
How hard is the move from secondary school teacher to hospitality vocational teacher?
Its learning distance is 42.3 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.