special educational needs head teachertosecondary school head teacher
A special educational needs head teacher already meets 71% of what the secondary school head teacher role asks for. The move turns on 7 required skills not yet in the profile.
71%
37.5/ 100
1 Share of the secondary school head teacher role’s weighted skill requirement already met by the special educational needs head teacher 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 this move works
A secondary school head teacher role treats 18 of its required skills as things a special educational needs head teacher already does. These are the ones it depends on most.
- analyse staff capacity
- apply for government funding
- assist in the organisation of school events
- cooperate with education professionals
- curriculum objectives
- curriculum standards
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 · What you already bring
Of the 37 skills that carry over, these are the ones fewest other occupations ask for. A secondary school head teacher role needs them, and most people applying for one will not have them already. This is the part of a special educational needs head teacher background worth leading with.
- already held trade union regulations services
- already held provide feedback to teachers communication, collaboration and creativity
- already held learning technologies education
- already held manage government-funded programmes management skills
- already held apply for government funding information skills
- already held promote education programmes communication, collaboration and creativity
All 37 carried skills, including the 18 the secondary school head teacher role treats as required.
Table 3 · What you would need to learn
The 16 missing skills fall into 3 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.
- required, not held manage enrolment required
- required, not held manage school budget required
- required, not held assess students required
- required, not held maintain students' discipline required
- optional, not held lead board meetings optional
- optional, not held manage space utilisation optional
- optional, not held manage maintenance operations optional
- optional, not held recruit employees optional
- required, not held liaise with board members required
- required, not held liaise with educational staff required
- required, not held represent the organisation required
- optional, not held administer exams optional
- optional, not held arrange parent teacher meeting optional
- optional, not held develop professional network optional
- optional, not held prepare youths for adulthood optional
- optional, not held adolescent socialisation behaviour optional
Table 4 · Where to start
The 3 entries a secondary school head teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 liaise with board members skill · sector specific
- 02 manage enrolment skill · sector specific
- 03 manage school budget skill · sector specific
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 37 skills that carry over
- already held analyse staff capacity skill
- already held apply for government funding skill
- already held assist in the organisation of school events skill
- already held cooperate with education professionals skill
- already held curriculum objectives knowledge
- already held curriculum standards knowledge
- already held develop organisational policies skill
- already held education law knowledge
- already held guarantee students' safety skill
- already held instructional strategies knowledge
- already held manage staff skill
- already held monitor educational developments skill
- already held pedagogy knowledge
- already held present reports skill
- already held project management knowledge
- already held secondary school procedures knowledge
- already held supervise educational staff skill
- already held write work-related reports skill
- already held advise on teaching methods skill
- already held assess employees' capability levels skill
- already held assessment processes knowledge
- already held contract law knowledge
- already held create a financial report skill
- already held escort students on a field trip skill
- already held evaluate education programmes skill
- already held funding methods knowledge
- already held identify education needs skill
- already held labour legislation knowledge
- already held lead inspections skill
- already held learning difficulties knowledge
- already held learning technologies knowledge
- already held maintain relations with children's parents skill
- already held manage contracts skill
- already held manage government-funded programmes skill
- already held promote education programmes skill
- already held provide feedback to teachers skill
- already held trade union regulations knowledge
9 supplementary skills, helpful but not required
- optional, not held administer exams optional
- optional, not held lead board meetings optional
- optional, not held manage space utilisation optional
- optional, not held adolescent socialisation behaviour optional
- optional, not held arrange parent teacher meeting optional
- optional, not held develop professional network optional
- optional, not held manage maintenance operations optional
- optional, not held prepare youths for adulthood optional
- optional, not held recruit employees optional
19 held skills the secondary school head teacher role does not ask for
- not needed by the target role advise on lesson plans skill
- not needed by the target role assess financial viability skill
- not needed by the target role assess the development of youth skill
- not needed by the target role behavioural disorders knowledge
- not needed by the target role communication disorders knowledge
- 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 kindergarten school procedures knowledge
- not needed by the target role learning needs analysis knowledge
- not needed by the target role maintain contract administration skill
- not needed by the target role manage budgets skill
- not needed by the target role manage student admissions skill
- not needed by the target role plan shifts of employees skill
- not needed by the target role primary school procedures knowledge
- not needed by the target role provide specialised instruction for special needs students skill
- not needed by the target role special needs education knowledge
- not needed by the target role use office systems skill
- not needed by the target role work with virtual learning environments skill
1 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- optional, not held adolescent socialisation behaviour optional
Other moves recorded from special educational needs head teacher
- deputy head teacher 80% covered · adjacent
- secondary school department head 78% covered · adjacent
- university department head 71% covered · moderate
- primary school head teacher 70% covered · moderate
Full index of moves from special educational needs head teacher
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.