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| Task | Importance |
|---|---|
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | 92% |
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. | 91% |
| Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development. | 90% |
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. | 89% |
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. | 88% |
| Prepare materials and classrooms for class activities. | 87% |
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. | 86% |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | 86% |
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. | 85% |
| Teach personal development skills, such as goal setting, independence, and self-advocacy. | 85% |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 85% |
| Modify the general education curriculum for students with disabilities, based upon a variety of instructional techniques and technologies. | 83% |
| Observe and evaluate students' performance, behavior, social development, and physical health. | 83% |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 83% |
| Meet with other professionals to discuss individual students' needs and progress. | 83% |
| Coordinate placement of students with special needs into mainstream classes. | 82% |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 82% |
| Guide and counsel students with adjustments, academic problems, or special academic interests. | 82% |
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. | 82% |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 80% |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 80% |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | 80% |
| Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 80% |
| Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. | 79% |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | 77% |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | 77% |
| Provide additional instruction in vocational areas. | 76% |
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. | 76% |
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs. | 75% |
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. | 74% |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | 72% |
| Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments. | 71% |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 69% |
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. | 69% |
| Attend staff meetings and serve on committees, as required. | 66% |
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. | 64% |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | 61% |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | 58% |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | 56% |
| Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs. | 56% |