Table 1Transition record

assistive technologisttocurriculum administrator

A assistive technologist already meets 43% of what the curriculum administrator role asks for. The move turns on 7 required skills not yet in the profile.

From assistive technologist

43%

Overlap1

To curriculum administrator

10 Skills carried over

7 Required, not held

55.4 Difficulty2

Career overlap Partial match

43%

Learning distance Substantial retraining

55.4/ 100

Easy adjacentmoderatesubstantialcareer change Hard

1 Share of the curriculum administrator role’s weighted skill requirement already met by the assistive technologist profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Why

Why this move works

A curriculum administrator role treats 7 of its required skills as things a assistive technologist already does. These are the ones it depends on most.

advise on lesson plans
advise on teaching methods
cooperate with education professionals
curriculum standards
evaluate education programmes
identify education needs

What stands in the way is 7 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.

Table 2

Table 2 · What you already bring

Of the 10 skills that carry over, these are the ones fewest other occupations ask for. A curriculum administrator role needs them, and most people applying for one will not have them already. This is the part of a assistive technologist background worth leading with.

Skill the target role also needs Area

already held provide feedback to teachers communication, collaboration and creativity
already held advise on teaching methods communication, collaboration and creativity
already held curriculum standards education
already held evaluate education programmes information skills
already held advise on lesson plans communication, collaboration and creativity
already held identify education needs management skills

All 10 carried skills, including the 7 the curriculum administrator role treats as required.

Table 3

Table 3 · What you would need to learn

The 18 missing skills fall into 6 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 information skills 3 required, 1 supplementary

required, not held analyse the training market required
required, not held monitor curriculum implementation required
required, not held analyse curriculum required

optional, not held inspect education institutions optional

02 communication, collaboration and creativity 1 required, 4 supplementary

required, not held maintain relationships with government agencies required

optional, not held establish educational network optional
optional, not held advise on curriculum development optional
optional, not held advise on legislative acts optional
optional, not held implement strategic planning optional

03 management skills 1 required, 3 supplementary

required, not held develop learning curriculum required

optional, not held develop a pedagogical concept optional
optional, not held develop e-learning plan optional
optional, not held ensure compliance with policies optional

04 education 1 required, 2 supplementary

required, not held pedagogy required

optional, not held e-learning optional
optional, not held learning technologies optional

05 assisting and caring 1 required

required, not held ensure curriculum adherence required

06 business, administration and law 1 supplementary

optional, not held budgetary principles optional

Table 4

Table 4 · Where to start

The 3 entries a curriculum administrator role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 10 skills that carry over

Skill Type

already held advise on lesson plans skill
already held advise on teaching methods skill
already held cooperate with education professionals skill
already held curriculum standards knowledge
already held evaluate education programmes skill
already held identify education needs skill
already held monitor educational developments skill
already held present reports skill
already held provide feedback to teachers skill
already held special needs education knowledge

11 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held budgetary principles optional
optional, not held e-learning optional
optional, not held establish educational network optional
optional, not held learning technologies optional
optional, not held advise on curriculum development optional
optional, not held advise on legislative acts optional
optional, not held develop a pedagogical concept optional
optional, not held develop e-learning plan optional
optional, not held ensure compliance with policies optional
optional, not held implement strategic planning optional
optional, not held inspect education institutions optional

45 held skills the curriculum administrator role does not ask for

Skill Type

not needed by the target role ICT accessibility standards knowledge
not needed by the target role address problems critically skill
not needed by the target role application usability knowledge
not needed by the target role apply for government funding skill
not needed by the target role assess users' interaction with ICT applications skill
not needed by the target role assessment processes knowledge
not needed by the target role assist children with special needs in education settings skill
not needed by the target role assistive instruments knowledge
not needed by the target role assistive technology in education knowledge
not needed by the target role behavioural disorders knowledge
not needed by the target role communication disorders knowledge
not needed by the target role coordinate educational programmes skill
not needed by the target role curriculum objectives knowledge
not needed by the target role develop organisational policies skill
not needed by the target role development delays knowledge
not needed by the target role disability care knowledge
not needed by the target role disability types knowledge
not needed by the target role domotic systems knowledge
not needed by the target role education administration knowledge
not needed by the target role education law knowledge
not needed by the target role ensure compliance with legal requirements skill
not needed by the target role follow research on special needs education skill
not needed by the target role funding methods knowledge
not needed by the target role government policy knowledge
not needed by the target role guide learners in using assistive technologies skill
not needed by the target role human-computer interaction knowledge
not needed by the target role learning difficulties knowledge
not needed by the target role learning needs analysis knowledge
not needed by the target role liaise with educational support staff skill
not needed by the target role manage budgets skill
not needed by the target role manage government-funded programmes skill
not needed by the target role manage resources for educational purposes skill
not needed by the target role measure software usability skill
not needed by the target role online moderation techniques knowledge
not needed by the target role organise projects to fill education needs skill
not needed by the target role project management knowledge
not needed by the target role promote education programmes skill
not needed by the target role protect personal data and privacy skill
not needed by the target role provide assistive technology skill
not needed by the target role provide education management support skill

5 further entries not listed here

4 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held pedagogy required
optional, not held budgetary principles optional
optional, not held e-learning optional
optional, not held learning technologies optional

Index

Other moves recorded from assistive technologist

Full index of moves from assistive technologist

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.