Table 1Transition record

university department headtospecial educational needs coordinator

A university department head already meets 59% of what the special educational needs coordinator role asks for. The move turns on 8 required skills not yet in the profile.

From university department head

59%

Overlap1

To special educational needs coordinator

24 Skills carried over

8 Required, not held

46.7 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 46.7

This move: 46.7 of 100 · moderate

1 Share of the special educational needs coordinator role’s weighted skill requirement already met by the university department head profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 24 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs coordinator role needs them, and most people applying for one will not have them already. This is the part of a university department head background worth leading with.

Skill the target role also needs Area

already held provide education management support management skills
already held provide feedback to teachers communication, collaboration and creativity
already held promote education programmes communication, collaboration and creativity
already held education administration business, administration and law
already held advise on teaching methods communication, collaboration and creativity
already held curriculum standards education

All 24 carried skills, including the 13 the special educational needs coordinator role treats as required.

Table 3

Table 3 · What you would need to learn

The 19 missing skills fall into 8 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 education 3 required

required, not held instructional strategies required
required, not held learning needs analysis required
required, not held special needs education required

02 management skills 2 required, 3 supplementary

required, not held manage government-funded programmes required
required, not held organise projects to fill education needs required

optional, not held manage resources for educational purposes optional
optional, not held manage student admissions optional
optional, not held coordinate educational programmes optional

03 health and welfare 2 required, 1 supplementary

required, not held disability care required
required, not held disability types required

optional, not held development delays optional

04 information skills 1 required, 1 supplementary

required, not held follow research on special needs education required

optional, not held apply for government funding optional

05 social sciences, journalism and information 3 supplementary

optional, not held behavioural disorders optional
optional, not held communication disorders optional
optional, not held government policy optional

06 assisting and caring 1 supplementary

optional, not held provide specialised instruction for special needs students optional

2 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a special educational needs coordinator role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 24 skills that carry over

Skill Type

already held assist in the organisation of school events skill
already held cooperate with education professionals skill
already held curriculum objectives knowledge
already held curriculum standards knowledge
already held evaluate education programmes skill
already held guarantee students' safety skill
already held identify education needs skill
already held learning difficulties knowledge
already held monitor educational developments skill
already held present reports skill
already held project management knowledge
already held promote education programmes skill
already held provide education management support skill
already held advise on lesson plans skill
already held advise on teaching methods skill
already held assessment processes knowledge
already held create a financial report skill
already held develop organisational policies skill
already held education administration knowledge
already held escort students on a field trip skill
already held funding methods knowledge
already held manage budgets skill
already held provide feedback to teachers skill
already held work with virtual learning environments skill

The 2 learning areas not shown above

Skill to acquire Tier

07 business, administration and law 1 supplementary

optional, not held education law optional

08 information and communication technologies (icts) 1 supplementary

optional, not held screen reader optional

11 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held manage resources for educational purposes optional
optional, not held manage student admissions optional
optional, not held provide specialised instruction for special needs students optional
optional, not held apply for government funding optional
optional, not held behavioural disorders optional
optional, not held communication disorders optional
optional, not held coordinate educational programmes optional
optional, not held development delays optional
optional, not held education law optional
optional, not held government policy optional
optional, not held screen reader optional

17 held skills the special educational needs coordinator role does not ask for

Skill Type

not needed by the target role adolescent socialisation behaviour knowledge
not needed by the target role assess employees' capability levels skill
not needed by the target role assess students skill
not needed by the target role develop professional network skill
not needed by the target role human resource management knowledge
not needed by the target role identify process improvements skill
not needed by the target role lead inspections skill
not needed by the target role maintain contract administration skill
not needed by the target role manage university department skill
not needed by the target role plan shifts of employees skill
not needed by the target role prepare youths for adulthood skill
not needed by the target role provide information on study programmes skill
not needed by the target role recruit employees skill
not needed by the target role represent the organisation skill
not needed by the target role university procedures knowledge
not needed by the target role use office systems skill
not needed by the target role write work-related reports skill

11 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held disability care required
required, not held instructional strategies required
required, not held disability types required
required, not held learning needs analysis required
required, not held special needs education required
optional, not held behavioural disorders optional
optional, not held communication disorders optional
optional, not held development delays optional
optional, not held education law optional
optional, not held government policy optional
optional, not held screen reader optional

Index

Other moves recorded from university department head

Full index of moves from university department head

Note

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.