AI exposure: Preschool Teachers, Except Special Education
Instruct preschool-aged students, following curricula or lesson plans, in activities designed to promote social, physical, and intellectual growth.
Reading this score
computedAt 24.0% of weighted task load, Preschool Teachers, Except Special Education sits at the 45th percentile, below the point where a job's centre of gravity has moved. 60.7% of what this role does is untouched, meaning current systems cannot produce that work at all, whatever the commercial incentive.
What holds the line here is context. Across this occupation's 34 tasks it averages 1.94 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 59 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 34 tasks, 10 are currently banded exposed, 4 assisted and 20 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.
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 | 1.56 | 0-4 |
| Embodiment | 1.34 | 0-3 |
| Presence | 1.89 | 0-3 |
| Accountability | 1.02 | 0-3 |
| Context | 1.94 | 0-3 |
| Verification cost | 1.20 | 0-3 |
Task by task
34 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 |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips. | 80.0% | 20.0% | 0.0% | 4.45 | 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% | 4.23 | exposed |
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | 66.7% | 33.3% | 0.0% | 4.42 | exposed |
| Establish and enforce rules for behavior and procedures for maintaining order. | 50.0% | 25.0% | 25.0% | 4.57 | exposed |
| Prepare reports on students and activities as required by administration. | 50.0% | 25.0% | 25.0% | 3.94 | 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% | 3.86 | exposed |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | 45.0% | 30.0% | 25.0% | 4.01 | exposed |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs. | 45.0% | 30.0% | 25.0% | 3.90 | exposed |
| Meet with other professionals to discuss individual students' needs and progress. | 30.0% | 20.0% | 50.0% | 3.80 | exposed |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | 28.7% | 13.0% | 58.3% | 3.76 | untouched |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. | 25.0% | 50.0% | 25.0% | 4.57 | assisted |
| Administer tests to help determine children's developmental levels, needs, and potential. | 23.3% | 26.7% | 50.0% | 3.69 | assisted |
| Observe and evaluate children's performance, behavior, social development, and physical health. | 22.2% | 27.8% | 50.0% | 4.42 | assisted |
| Prepare and implement remedial programs for students requiring extra help. | 20.0% | 30.0% | 50.0% | 4.08 | assisted |
| Read books to entire classes or to small groups. | 15.0% | 10.0% | 75.0% | 4.39 | untouched |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | 13.8% | 23.8% | 62.5% | 3.75 | 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% | 4.42 | untouched |
| Demonstrate activities to children. | 11.7% | 13.3% | 75.0% | 4.28 | untouched |
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | 10.0% | 15.0% | 75.0% | 4.60 | untouched |
| Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development. | 10.0% | 15.0% | 75.0% | 4.47 | untouched |
| Teach proper eating habits and personal hygiene. | 10.0% | 15.0% | 75.0% | 4.28 | untouched |
| Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety. | 5.8% | 6.7% | 87.5% | 4.29 | untouched |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | 5.0% | 20.0% | 75.0% | 4.00 | 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% | 4.57 | untouched |
| Serve meals and snacks in accordance with nutritional guidelines. | 0.0% | 0.0% | 100.0% | 4.54 | untouched |
| Attend to children's basic needs by feeding them, dressing them, and changing their diapers. | 0.0% | 0.0% | 100.0% | 4.53 | 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% | 4.42 | untouched |
| Prepare materials and classrooms for class activities. | 0.0% | 0.0% | 100.0% | 4.41 | untouched |
| Enforce all administration policies and rules governing students. | 0.0% | 0.0% | 100.0% | 4.22 | untouched |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | 0.0% | 0.0% | 100.0% | 3.99 | untouched |
| Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills. | 0.0% | 0.0% | 100.0% | 3.97 | untouched |
| Attend staff meetings and serve on committees as required. | 0.0% | 0.0% | 100.0% | 3.62 | untouched |
| Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading. | 0.0% | 0.0% | 100.0% | 3.86 | untouched |
Task text and importance ratings sourced from O*NET 31.0. Shares computed. The occupation score is the importance-weighted mean.
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.
What this means in practice
Most of this work is not reachable by current systems, so the immediate pressure is on the administrative edges of the role rather than its core: the scheduling, the reporting, the written records. That is where time is recovered.