AI exposure: Kindergarten Teachers, Except Special Education
Teach academic and social skills to kindergarten students.
Reading this score
computed31.8% of this occupation's weighted task load is exposed, which puts Kindergarten Teachers, Except Special Education at the 56th percentile of 923 occupations. The capability is largely there. Its average task scores 2.0 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 37 tasks it averages 1.95 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 Perform administrative duties, 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 50 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 37 tasks, 16 are currently banded exposed, 4 assisted and 17 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
37 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 children. | 86.7% | 13.3% | 0.0% | 4.32 | exposed |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | 86.7% | 13.3% | 0.0% | 4.15 | 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% | 4.31 | exposed |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | 80.0% | 20.0% | 0.0% | 4.28 | exposed |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | 80.0% | 20.0% | 0.0% | 4.24 | exposed |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | 76.7% | 23.3% | 0.0% | 4.02 | exposed |
| Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | 58.3% | 29.2% | 12.5% | 4.38 | exposed |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | 50.0% | 25.0% | 25.0% | 4.73 | exposed |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | 50.0% | 25.0% | 25.0% | 3.76 | exposed |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | 45.0% | 30.0% | 25.0% | 4.11 | exposed |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 45.0% | 30.0% | 25.0% | 4.06 | exposed |
| Guide and counsel students with adjustment or academic problems or special academic interests. | 40.0% | 35.0% | 25.0% | 4.47 | exposed |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | 40.0% | 35.0% | 25.0% | 3.66 | exposed |
| Prepare, administer, and grade tests and assignments to evaluate children's progress. | 38.5% | 28.1% | 33.3% | 4.09 | exposed |
| Meet with other professionals to discuss individual students' needs and progress. | 30.0% | 20.0% | 50.0% | 4.22 | exposed |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | 28.7% | 13.0% | 58.3% | 3.54 | untouched |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | 28.3% | 21.7% | 50.0% | 4.18 | exposed |
| Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | 25.0% | 50.0% | 25.0% | 4.63 | assisted |
| Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | 23.3% | 26.7% | 50.0% | 3.65 | assisted |
| Observe and evaluate children's performance, behavior, social development, and physical health. | 22.2% | 27.8% | 50.0% | 4.46 | assisted |
| Prepare and implement remedial programs for students requiring extra help. | 20.0% | 30.0% | 50.0% | 4.45 | assisted |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | 18.8% | 18.8% | 62.5% | 4.29 | untouched |
| Read books to entire classes or to small groups. | 15.0% | 10.0% | 75.0% | 4.49 | untouched |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | 13.8% | 23.8% | 62.5% | 3.73 | untouched |
| Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | 13.3% | 20.0% | 66.7% | 4.44 | untouched |
| Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | 11.7% | 13.3% | 75.0% | 4.66 | untouched |
| Demonstrate activities to children. | 11.7% | 13.3% | 75.0% | 4.55 | untouched |
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | 10.0% | 15.0% | 75.0% | 4.58 | untouched |
| Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | 10.0% | 15.0% | 75.0% | 4.28 | untouched |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | 5.8% | 6.7% | 87.5% | 4.09 | untouched |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 5.0% | 20.0% | 75.0% | 4.25 | untouched |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | 0.0% | 0.0% | 100.0% | 4.45 | untouched |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | 0.0% | 0.0% | 100.0% | 4.14 | untouched |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | 0.0% | 0.0% | 100.0% | 4.03 | untouched |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 0.0% | 0.0% | 100.0% | 3.61 | untouched |
| Attend staff meetings and serve on committees as required. | 0.0% | 0.0% | 100.0% | 3.61 | untouched |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | 0.0% | 0.0% | 100.0% | 3.51 | 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 | 1.99 | 0-4 |
| Embodiment | 1.04 | 0-3 |
| Presence | 1.71 | 0-3 |
| Accountability | 0.90 | 0-3 |
| Context | 1.95 | 0-3 |
| Verification cost | 1.17 | 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.