Career Overlap Transition record Edition 1 · ESCO v1.2.1
Table 1Transition record

assistive technologisttodean of faculty

A assistive technologist already meets 43% of what the dean of faculty role asks for. The move turns on 12 required skills not yet in the profile.

From assistive technologist
43%
Overlap1
To dean of faculty
16 Skills carried over
12 Required, not held
58.6 Difficulty2
Career overlap Partial match

43%

Learning distance Substantial retraining

58.6/ 100

1 Share of the dean of faculty 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 dean of faculty role treats 8 of its required skills as things a assistive technologist already does. These are the ones it depends on most.

  • cooperate with education professionals
  • curriculum objectives
  • curriculum standards
  • education administration
  • manage budgets
  • present reports

What stands in the way is 12 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 16 skills that carry over, these are the ones fewest other occupations ask for. A dean of faculty 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 education management support management skills
  • already held provide feedback to teachers communication, collaboration and creativity
  • already held education administration business, administration and law
  • already held advise on teaching methods communication, collaboration and creativity
  • already held curriculum standards education
  • already held evaluate education programmes information skills

All 16 carried skills, including the 8 the dean of faculty role treats as required.

Table 3

Table 3 · What you would need to learn

The 19 missing skills fall into 5 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 management skills 5 required, 2 supplementary
  • required, not held assess students required
  • required, not held assist in the organisation of school events required
  • required, not held manage educational institution's administration required
  • required, not held supervise staff required
  • required, not held use office systems required
  • optional, not held identify process improvements optional
  • optional, not held assess employees' capability levels optional
02 business, administration and law 4 required
  • required, not held budgetary principles required
  • required, not held organisational policies required
  • required, not held university procedures required
  • required, not held financial management required
03 communication, collaboration and creativity 1 required, 3 supplementary
  • required, not held represent the organisation required
  • optional, not held develop professional network optional
  • optional, not held promote education course optional
  • optional, not held write work-related reports optional
04 assisting and caring 1 required, 1 supplementary
  • required, not held provide information on study programmes required
  • optional, not held guarantee students' safety optional
05 information skills 1 required, 1 supplementary
  • required, not held maintain contract administration required
  • optional, not held create a financial report optional
Table 4

Table 4 · Where to start

The 3 entries a dean of faculty 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 16 skills that carry over
Skill Type
  • already held cooperate with education professionals skill
  • already held curriculum objectives knowledge
  • already held curriculum standards knowledge
  • already held education administration knowledge
  • already held manage budgets skill
  • already held present reports skill
  • already held project management knowledge
  • already held provide education management support skill
  • already held advise on teaching methods skill
  • already held assessment processes knowledge
  • already held evaluate education programmes skill
  • already held funding methods knowledge
  • already held identify education needs skill
  • already held monitor educational developments skill
  • already held provide feedback to teachers skill
  • already held work with virtual learning environments skill
7 supplementary skills, helpful but not required
Skill to acquire Tier
  • optional, not held create a financial report optional
  • optional, not held identify process improvements optional
  • optional, not held assess employees' capability levels optional
  • optional, not held develop professional network optional
  • optional, not held guarantee students' safety optional
  • optional, not held promote education course optional
  • optional, not held write work-related reports optional
39 held skills the dean of faculty 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 advise on lesson plans 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 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 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 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 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 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 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 specialised instruction for special needs students skill
  • not needed by the target role screen reader knowledge
  • not needed by the target role special needs education knowledge
  • not needed by the target role special needs learning equipment knowledge
  • not needed by the target role stimulate students' independence skill
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 budgetary principles required
  • required, not held organisational policies required
  • required, not held university procedures required
  • required, not held financial management required
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.