AI exposure: Education Administrators, Kindergarten through Secondary
Plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools.
Reading this score
computed39.9% of this occupation's weighted task load is exposed, which puts Education Administrators, Kindergarten through Secondary at the 70th percentile of 923 occupations. The capability is largely there. Its average task scores 2.6 out of 4 on what a current system can produce, and the frictions that hold other jobs in place are comparatively weak here.
What holds the line here is context. Across this occupation's 32 tasks it averages 2.10 out of 3, the highest of the five friction dimensions. In plain terms, the work depends on knowledge the model cannot hold. Much of this job runs on things that were never written down: what this particular organisation does, what happened last week, what the person across the table actually meant. That context is the barrier, and it erodes as systems are given more access.
The most exposed thing this job does is Write articles, manuals, and other publications, and assist in the distribution of promotional..., at 80.0%. The least is Direct and coordinate school maintenance services and the use of school facilities, at 10.0%. A gap of 70.0% between two parts of the same job is the reason this index publishes at task level. An occupation-wide number would have hidden both.
Within management occupations, this one is less exposed than the median of 41.4% across the group's 56 roles, with 31 scoring higher. Being in an exposed family does not make a particular job exposed, and the reverse holds too.
What would move this score. Of 32 tasks, 22 are currently banded exposed, 4 assisted and 6 untouched. For that distribution to shift materially would take cheaper ways to verify output, since the cost of checking is currently doing more to hold this work in place than the cost of producing it. The score is re-computed every quarter against a fresh capability reference, and the change is published rather than quietly applied.
Task by task
32 tasks, O*NET 31.0| Task | Exposed | Assisted | Untouched | Importance | Band |
|---|---|---|---|---|---|
| Write articles, manuals, and other publications, and assist in the distribution of promotional literature about facilities and programs. | 80.0% | 20.0% | 0.0% | 3.09 | exposed |
| Prepare and submit budget requests and recommendations, or grant proposals to solicit program funding. | 66.7% | 33.3% | 0.0% | 3.78 | exposed |
| Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements. | 58.3% | 29.2% | 12.5% | 4.21 | exposed |
| Create school improvement plans, using student performance data. | 58.3% | 29.2% | 12.5% | 3.93 | exposed |
| Review and approve new programs, or recommend modifications to existing programs, submitting program proposals for school board approval as necessary. | 58.3% | 29.2% | 12.5% | 3.27 | exposed |
| Collect and analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum change needs. | 58.3% | 29.2% | 12.5% | 3.70 | exposed |
| Advocate for new schools to be built, or for existing facilities to be repaired or remodeled. | 55.0% | 20.0% | 25.0% | 3.67 | exposed |
| Meet with federal, state, and local agencies to stay abreast of policies and to discuss improvements for education programs. | 52.5% | 22.5% | 25.0% | 3.48 | exposed |
| Prepare, maintain, or oversee the preparation and maintenance of attendance, activity, planning, or personnel reports and records. | 51.8% | 31.5% | 16.7% | 3.63 | exposed |
| Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques and to determine areas for improvement. | 50.0% | 25.0% | 25.0% | 4.30 | exposed |
| Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives. | 50.0% | 25.0% | 25.0% | 4.15 | exposed |
| Plan and develop instructional methods and content for educational, vocational, or student activity programs. | 50.0% | 25.0% | 25.0% | 3.74 | exposed |
| Set educational standards and goals, and help establish policies and procedures to carry them out. | 45.0% | 30.0% | 25.0% | 4.10 | exposed |
| Recommend personnel actions related to programs and services. | 45.0% | 30.0% | 25.0% | 3.51 | exposed |
| Establish, coordinate, and oversee particular programs across school districts, such as programs to evaluate student academic achievement. | 45.0% | 30.0% | 25.0% | 3.67 | exposed |
| Review and interpret government codes, and develop programs to ensure adherence to codes and facility safety, security, and maintenance. | 45.0% | 30.0% | 25.0% | 3.45 | exposed |
| Confer with parents and staff to discuss educational activities, policies, and student behavior or learning problems. | 40.0% | 35.0% | 25.0% | 4.31 | exposed |
| Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure compliance with federal, state, and local regulations. | 40.0% | 35.0% | 25.0% | 4.03 | exposed |
| Coordinate and direct extracurricular activities and programs, such as after-school events and athletic contests. | 40.0% | 35.0% | 25.0% | 3.17 | exposed |
| Determine allocations of funds for staff, supplies, materials, and equipment, and authorize purchases. | 39.6% | 22.9% | 37.5% | 3.92 | exposed |
| Plan, coordinate, and oversee school logistics programs, such as bus and food services. | 35.4% | 27.1% | 37.5% | 3.46 | exposed |
| Recruit, hire, train, and evaluate primary and supplemental staff. | 27.2% | 31.1% | 41.7% | 4.18 | assisted |
| Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. | 27.1% | 35.4% | 37.5% | 4.49 | assisted |
| Plan and lead professional development activities for teachers, administrators, and support staff. | 26.7% | 23.3% | 50.0% | 3.95 | exposed |
| Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs. | 20.0% | 17.5% | 62.5% | 3.21 | untouched |
| Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district. | 16.7% | 33.3% | 50.0% | 3.65 | assisted |
| Mentor and support administrative staff members, such as superintendents and principals. | 16.7% | 33.3% | 50.0% | 3.88 | assisted |
| Enforce discipline and attendance rules. | 13.3% | 11.7% | 75.0% | 4.21 | untouched |
| Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions. | 13.3% | 11.7% | 75.0% | 3.89 | untouched |
| Teach classes or courses to students. | 11.7% | 13.3% | 75.0% | 3.68 | untouched |
| Develop partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs. | 11.7% | 13.3% | 75.0% | 3.38 | untouched |
| Direct and coordinate school maintenance services and the use of school facilities. | 10.0% | 15.0% | 75.0% | 3.19 | untouched |
Task text and importance ratings sourced from O*NET 31.0. Shares computed. The occupation score is the importance-weighted mean.
Where the score comes from
judgedEvery task is scored through the standardised work activities it maps to. These are this occupation’s averages on the six rubric dimensions. Capability is what AI can do; the other five are what stands in the way.
| Dimension | Mean | Scale |
|---|---|---|
| Capability | 2.61 | 0-4 |
| Embodiment | 0.34 | 0-3 |
| Presence | 1.32 | 0-3 |
| Accountability | 1.02 | 0-3 |
| Context | 2.10 | 0-3 |
| Verification cost | 1.59 | 0-3 |
What this means in practice
Where most of a role's weighted task load is exposed, the work that survives is usually the part of the job nobody wrote into the job description: deciding what should be produced rather than producing it, and being answerable for the result. The tasks lowest on this page are a better guide to where to spend your time than any general advice about the future of work.
Occupations either side of this one
The four closest scores in the same occupational family, then the four closest anywhere in the index.
Read this carefully. Exposure is not displacement. A high score means current AI systems can produce this work, not that anyone will stop paying a person to do it. Adoption depends on economics, regulation and inertia that this index deliberately does not model. How the score is built.