Teacher of talented and gifted students to mathematics teacher at secondary school
A teacher of talented and gifted students already meets 78% of what the mathematics teacher at secondary school role asks for. The move turns on 5 required skills not yet in the profile.
28.7/ 100
1 How much of what a mathematics teacher at secondary school is expected to do is already part of a teacher of talented and gifted students’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 24 of its required skills as things a teacher of talented and gifted students 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 36 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 teacher of talented and gifted students background worth leading with.
- already held recognise indicators of gifted student management skills
- already held post-secondary school procedures education
- already held monitor student's behaviour management skills
- already held arrange parent teacher meeting communication, collaboration and creativity
- already held perform playground surveillance assisting and caring
- already held secondary school procedures business, administration and law
All 36 carried skills, including the 24 the mathematics teacher at 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 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 consult student's support system 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
- optional, not held disability types optional
- optional, not held manage resources for educational purposes optional
- optional, not held adolescent socialisation behaviour 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 teach mathematics practise this
- 02 communicate mathematical information practise this
- 03 execute analytical mathematical calculations 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 36 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 post-secondary school procedures knowledge
- already held prepare lesson content skill
- already held secondary school procedures 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 escort students on a field trip skill
- already held facilitate teamwork between students skill
- already held keep records of attendance 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 recognise indicators of gifted student skill
- already held work with virtual learning environments skill
8 supplementary skills, helpful but not required
- optional, not held identify cross-curricular links with other subject areas optional
- optional, not held manage resources for educational purposes optional
- optional, not held adolescent socialisation behaviour optional
- optional, not held consult student's support system 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
28 held skills the mathematics teacher at secondary school role does not ask for
- not needed by the target role advise on lesson plans skill
- not needed by the target role assess the development of youth skill
- not needed by the target role assessment processes knowledge
- not needed by the target role attend to children's basic physical needs skill
- not needed by the target role behavioural disorders knowledge
- not needed by the target role common children's diseases knowledge
- not needed by the target role consult students on learning content skill
- not needed by the target role counselling methods knowledge
- not needed by the target role encourage students to acknowledge their achievements skill
- not needed by the target role first aid knowledge
- not needed by the target role handle children's problems skill
- not needed by the target role implement care programmes for children skill
- not needed by the target role kindergarten school procedures knowledge
- 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 learning technologies knowledge
- not needed by the target role maintain relations with children's parents skill
- not needed by the target role monitor children's physical development skill
- not needed by the target role pedagogy knowledge
- not needed by the target role primary school procedures knowledge
- not needed by the target role promote the safeguarding of young people skill
- not needed by the target role provide feedback to performers skill
- not needed by the target role special needs education knowledge
- not needed by the target role support children's wellbeing skill
- not needed by the target role support gifted students skill
- not needed by the target role support the positiveness of youths skill
- not needed by the target role use learning strategies skill
- 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 mathematics required
- optional, not held adolescent socialisation behaviour optional
- optional, not held disability types optional
- optional, not held mathematical modelling optional
Other moves recorded from teacher of talented and gifted students
- physics teacher secondary school 80% covered · adjacent
- religious education teacher at secondary school 80% covered · adjacent
- modern languages teacher secondary school 79% covered · adjacent
- Steiner school teacher 79% covered · moderate
Full index of moves from teacher of talented and gifted students
Common questions about this move
Can a teacher of talented and gifted students become a mathematics teacher at secondary school?
Yes, and it is an adjacent move. A teacher of talented and gifted students already covers 78% of what a mathematics teacher at secondary school is expected to do: 36 skills carry over, 24 of which the mathematics teacher at secondary school role treats as required.
What skills does a teacher of talented and gifted students need to become a mathematics teacher at 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 teach mathematics.
How hard is the move from teacher of talented and gifted students to mathematics teacher at secondary school?
Its learning distance is 28.7 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.