AI exposure: Self-Enrichment Teachers
Teach or instruct individuals or groups for the primary purpose of self-enrichment or recreation, rather than for an occupational objective, educational attainment, competition, or fitness.
Reading this score
computed36.2% of this occupation's weighted task load is exposed, which puts Self-Enrichment Teachers at the 63th percentile of 923 occupations. The capability is largely there. Its average task scores 2.3 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 30 tasks it averages 2.01 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 Establish clear objectives for all lessons, units, and projects and communicate those..., at 86.7%. The least is Attend staff meetings and serve on committees, as required, at 0.0%. A gap of 86.7% 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 educational instruction and library occupations, this one is less exposed than the median of 42.4% across the group's 62 roles, with 41 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 30 tasks, 18 are currently banded exposed, 4 assisted and 8 untouched. For that distribution to shift materially would take systems being given deeper access to the organisation's own records and history, which is already happening. The score is re-computed every quarter against a fresh capability reference, and the change is published rather than quietly applied.
Task by task
30 tasks, O*NET 31.0| Task | Exposed | Assisted | Untouched | Importance | Band |
|---|---|---|---|---|---|
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | 86.7% | 13.3% | 0.0% | 4.09 | exposed |
| Prepare instructional program objectives, outlines, and lesson plans. | 80.0% | 20.0% | 0.0% | 3.92 | exposed |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | 80.0% | 20.0% | 0.0% | 3.62 | exposed |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 80.0% | 20.0% | 0.0% | 3.49 | exposed |
| Schedule class times to ensure maximum attendance. | 80.0% | 20.0% | 0.0% | 3.63 | exposed |
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. | 80.0% | 20.0% | 0.0% | 3.32 | exposed |
| Maintain accurate and complete student records as required by administrative policy. | 66.7% | 33.3% | 0.0% | 4.25 | exposed |
| Write instructional articles on designated subjects. | 55.0% | 20.0% | 25.0% | 2.37 | exposed |
| Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. | 50.0% | 25.0% | 25.0% | 3.47 | exposed |
| Confer with other teachers and professionals to plan and schedule lessons promoting learning and development. | 45.0% | 30.0% | 25.0% | 3.84 | exposed |
| Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. | 45.0% | 30.0% | 25.0% | 3.66 | exposed |
| Assign and grade class work and homework. | 45.0% | 30.0% | 25.0% | 4.09 | exposed |
| Participate in publicity planning and student recruitment. | 45.0% | 30.0% | 25.0% | 3.23 | exposed |
| Prepare and administer written, oral, and performance tests, and issue grades in accordance with performance. | 38.5% | 28.1% | 33.3% | 4.12 | exposed |
| Select, order, and issue books, materials, and supplies for courses or projects. | 35.6% | 14.4% | 50.0% | 3.28 | exposed |
| Meet with other instructors to discuss individual students and their progress. | 30.0% | 20.0% | 50.0% | 3.64 | exposed |
| Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. | 28.3% | 21.7% | 50.0% | 3.85 | exposed |
| Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives. | 26.7% | 23.3% | 50.0% | 4.23 | exposed |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. | 25.0% | 50.0% | 25.0% | 4.43 | assisted |
| Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. | 23.3% | 26.7% | 50.0% | 4.31 | assisted |
| Prepare and implement remedial programs for students requiring extra help. | 20.0% | 30.0% | 50.0% | 3.63 | assisted |
| Observe and evaluate the performance of other instructors. | 13.3% | 36.7% | 50.0% | 3.50 | assisted |
| Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | 11.7% | 13.3% | 75.0% | 4.49 | untouched |
| Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 11.7% | 13.3% | 75.0% | 4.39 | untouched |
| Conduct classes, workshops, and demonstrations, and provide individual instruction to teach topics and skills, such as cooking, dancing, writing, physical fitness, photography, personal finance, and flying. | 10.0% | 15.0% | 75.0% | 3.90 | untouched |
| Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children. | 10.0% | 15.0% | 75.0% | 3.72 | untouched |
| Prepare materials and classrooms for class activities. | 0.0% | 0.0% | 100.0% | 3.80 | untouched |
| Enforce policies and rules governing students. | 0.0% | 0.0% | 100.0% | 3.68 | untouched |
| Attend professional meetings, conferences, and workshops to maintain and improve professional competence. | 0.0% | 0.0% | 100.0% | 3.48 | untouched |
| Attend staff meetings and serve on committees, as required. | 0.0% | 0.0% | 100.0% | 3.36 | untouched |
Task text and importance ratings sourced from O*NET 31.0. Shares computed. The occupation score is the importance-weighted mean. 1 task(s) lacked a usable O*NET weight and are shown but excluded from the weighting.
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 | 2.32 | 0-4 |
| Embodiment | 0.67 | 0-3 |
| Presence | 1.44 | 0-3 |
| Accountability | 0.82 | 0-3 |
| Context | 2.01 | 0-3 |
| Verification cost | 1.23 | 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.