Special educational needs itinerant teacher to learning mentor
A special educational needs itinerant teacher already meets 56% of what the learning mentor role asks for. The move turns on 6 required skills not yet in the profile.
45.8/ 100
1 How much of what a learning mentor is expected to do is already part of a special educational needs itinerant 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 learning mentor role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A learning mentor role treats 11 of its required skills as things a special educational needs itinerant teacher already does. You would walk in with these on day one.
- adapt teaching to student's capabilities
- assist students in their learning
- behavioural disorders
- communicate with youth
- consult student's support system
- learning difficulties
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 19 skills that carry over, these are the ones fewest other occupations ask for. A learning mentor role needs them, and most people applying for one will not have them already. This is the part of a special educational needs itinerant teacher background worth leading with.
- already held assist students with their enrolment management skills
- already held provide teacher support communication, collaboration and creativity
- 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 education law business, administration and law
All 19 carried skills, including the 11 the learning mentor role treats as required.
Table 3 · What you may need to learn
The 20 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 encourage students to acknowledge their achievements required
- still to learn oversee extra-curricular activities required
- optional, not held manage resources for educational purposes optional
- optional, not held construct individual learning plans optional
- optional, not held identify education needs optional
- optional, not held organise projects to fill education needs optional
- still to learn communication disorders required
- optional, not held developmental psychology optional
- optional, not held psychology optional
- optional, not held school psychology optional
- still to learn support children's wellbeing required
- optional, not held apply person-centred care optional
- optional, not held perform playground surveillance optional
- still to learn counsel students required
- optional, not held promote the safeguarding of young people optional
- optional, not held support the positiveness of youths optional
- still to learn learning needs analysis required
- optional, not held action research optional
- optional, not held social development optional
- optional, not held counselling methods optional
Table 4 · Where to start
The 3 entries a learning mentor role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 communication disorders study this
- 02 counsel students practise this
- 03 encourage students to acknowledge their achievements 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 19 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held assist students in their learning skill
- already held behavioural disorders knowledge
- already held communicate with youth skill
- already held consult student's support system skill
- already held learning difficulties knowledge
- already held liaise with educational staff skill
- already held liaise with educational support staff skill
- already held listen actively skill
- already held monitor student's behaviour skill
- already held show consideration for student's situation skill
- already held assist in the organisation of school events skill
- already held assist students with their enrolment skill
- already held cooperate with education professionals skill
- already held education law knowledge
- already held guarantee students' safety skill
- already held primary school procedures knowledge
- already held provide teacher support skill
- already held secondary school procedures knowledge
14 supplementary skills, helpful but not required
- optional, not held apply person-centred care optional
- optional, not held manage resources for educational purposes optional
- optional, not held social development optional
- optional, not held action research optional
- optional, not held construct individual learning plans optional
- optional, not held counselling methods optional
- optional, not held developmental psychology optional
- optional, not held identify education needs optional
- optional, not held organise projects to fill education needs optional
- optional, not held perform playground surveillance optional
- optional, not held promote the safeguarding of young people optional
- optional, not held psychology optional
- optional, not held school psychology optional
- optional, not held support the positiveness of youths optional
20 held skills the learning mentor role does not ask for
- not needed by the target role advise on strategies for special needs students skill
- not needed by the target role apply intercultural teaching strategies skill
- not needed by the target role apply teaching strategies skill
- not needed by the target role arrange parent teacher meeting skill
- not needed by the target role assess students skill
- not needed by the target role assessment processes knowledge
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role assist students with equipment skill
- not needed by the target role counsel clients skill
- not needed by the target role curriculum objectives knowledge
- not needed by the target role demonstrate when teaching skill
- not needed by the target role give constructive feedback skill
- not needed by the target role keep records of attendance skill
- not needed by the target role prepare lesson content skill
- not needed by the target role provide lesson materials skill
- not needed by the target role provide social counselling skill
- not needed by the target role provide specialised instruction for special needs students skill
- not needed by the target role special needs education knowledge
- not needed by the target role teach primary education class content skill
- not needed by the target role teach secondary education class content 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.
- still to learn communication disorders required
- still to learn learning needs analysis required
- optional, not held social development optional
- optional, not held action research optional
- optional, not held counselling methods optional
- optional, not held developmental psychology optional
- optional, not held psychology optional
- optional, not held school psychology optional
Other moves recorded from special educational needs itinerant teacher
- learning support teacher 59% covered · moderate
- tutor 57% covered · moderate
- special educational needs teacher secondary school 53% covered · substantial
- university teaching assistant 51% covered · moderate
Full index of moves from special educational needs itinerant teacher
Common questions about this move
Can a special educational needs itinerant teacher become a learning mentor?
Yes, and it is a moderate move. A special educational needs itinerant teacher already covers 56% of what a learning mentor is expected to do: 19 skills carry over, 11 of which the learning mentor role treats as required.
What skills does a special educational needs itinerant teacher need to become a learning mentor?
6 required skills are missing, plus 14 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by management skills. The single most important is communication disorders.
How hard is the move from special educational needs itinerant teacher to learning mentor?
Its learning distance is 45.8 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.