Special educational needs teacher secondary school to mathematics teacher at secondary school
A special educational needs teacher secondary school already meets 78% of what the mathematics teacher at secondary school role asks for. The move turns on 6 required skills not yet in the profile.
30/ 100
1 How much of what a mathematics teacher at secondary school is expected to do is already part of a special educational needs teacher 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 mathematics teacher at secondary school role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A mathematics teacher at secondary school role treats 23 of its required skills as things a special educational needs teacher 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 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 37 skills that carry over, these are the ones fewest other occupations ask for. A mathematics teacher at secondary school role needs them, and most people applying for one will not have them already. This is the part of a special educational needs teacher secondary school background worth leading with.
- already held adolescent socialisation behaviour social sciences, journalism and information
- already held monitor student's behaviour management skills
- already held arrange parent teacher meeting communication, collaboration and creativity
- already held consult student's support system communication, collaboration and creativity
- already held perform playground surveillance assisting and caring
- already held secondary school procedures business, administration and law
All 37 carried skills, including the 23 the mathematics teacher at secondary school role treats as required.
Table 3 · What you may need to learn
The 12 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 teach mathematics required
- still to learn communicate mathematical information required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held prepare youths for adulthood optional
- still to learn execute analytical mathematical calculations required
- still to learn use mathematical tools and equipment required
- optional, not held identify learning disorders optional
- still to learn mathematics required
- optional, not held mathematical modelling optional
- still to learn post-secondary school procedures required
- optional, not held disability types optional
- optional, not held recognise indicators of gifted student optional
Table 4 · Where to start
The 3 entries a mathematics teacher at secondary school role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 post-secondary school procedures study this
- 02 teach mathematics practise this
- 03 communicate mathematical information 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 37 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 learning difficulties 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 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 escort students on a field trip skill
- already held facilitate teamwork between students skill
- already held keep records of attendance skill
- 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 provide lesson materials skill
- already held work with virtual learning environments skill
6 supplementary skills, helpful but not required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held disability types optional
- optional, not held identify learning disorders optional
- optional, not held mathematical modelling optional
- optional, not held prepare youths for adulthood optional
- optional, not held recognise indicators of gifted student optional
22 held skills the mathematics teacher at secondary school role does not ask for
- not needed by the target role assess the development of youth skill
- not needed by the target role assist children in developing personal skills skill
- not needed by the target role assist children with special needs in education settings skill
- not needed by the target role balance participants' personal needs with group needs skill
- not needed by the target role behavioural disorders knowledge
- not needed by the target role communication disorders knowledge
- not needed by the target role consult students on learning content skill
- not needed by the target role development delays knowledge
- not needed by the target role disability care knowledge
- not needed by the target role facilitate motor skill activities skill
- not needed by the target role hearing disability knowledge
- not needed by the target role maintain relations with children's parents skill
- not needed by the target role mobility disability knowledge
- not needed by the target role monitor children's physical development skill
- not needed by the target role promote the safeguarding of young people 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 stimulate students' independence skill
- not needed by the target role teach digital literacy skill
- not needed by the target role teach secondary education class content skill
- not needed by the target role visual disability knowledge
- not needed by the target role workplace sanitation knowledge
4 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 post-secondary school procedures required
- still to learn mathematics required
- optional, not held disability types optional
- optional, not held mathematical modelling optional
Other moves recorded from special educational needs teacher secondary school
- physics teacher secondary school 79% covered · adjacent
- religious education teacher at secondary school 79% covered · adjacent
- modern languages teacher secondary school 77% covered · moderate
- chemistry teacher secondary school 77% covered · moderate
Full index of moves from special educational needs teacher secondary school
Common questions about this move
Can a special educational needs teacher secondary school become a mathematics teacher at secondary school?
Yes, and it is a moderate move. A special educational needs teacher secondary school already covers 78% of what a mathematics teacher at secondary school is expected to do: 37 skills carry over, 23 of which the mathematics teacher at secondary school role treats as required.
What skills does a special educational needs teacher secondary school need to become a mathematics teacher at secondary school?
6 required skills are missing, plus 6 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by communication, collaboration and creativity. The single most important is post-secondary school procedures.
How hard is the move from special educational needs teacher secondary school to mathematics teacher at secondary school?
Its learning distance is 30 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.