- O*NET-SOC code
- 25-3041.00
Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.
- Data source: BLSPublished: 2026-08
Very high· relative
LowFour relative bandsVery highGroup-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
- Data source: AnthropicPublished: 2026-03
0.408
0.000Range of values carried here0.745Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
- Data source: ILOPublished: 2025
0.33–0.35· 3 ISCO-08 groups
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
What kind of figure this source publishes
The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.
ILO value for each linked ISCO-08 group
- ISCO-08 2353Other Language Teachers0.34
- ISCO-08 2355Other Arts Teachers0.35
- ISCO-08 2359Teaching Professionals Not Elsewhere Classified0.33
Task-level exposure
Show 6 hidden tasks19 rated tasks · 17 tasks with β ≥ 0.5 (89.5%)
β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.
- Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
- All rated tasks are in the O*NET 31.0 task list.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
Tasks of O*NET-SOC 2010 occupation 25-3099.02 Tutors, linked to this occupation by the O*NET-SOC 2010 to 2019 crosswalk
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.25-3099.02 | 1.468550.2 | 0.179433.9 |
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.25-3099.02 | 1.031435.3 | 0.181234.2 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.25-3099.02 | 0.321111.0 | 0.110320.9 |
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.25-3099.02 | 0.02480.8 | 0.00220.4 |
Administer, proctor, or score academic or diagnostic assessments.25-3099.02 | 0.02270.8 | 0.04218.0 |
Communicate students' progress to students, parents or teachers in written progress reports, in person, by phone, or by email.25-3099.02 | 0.01740.6 | 0.00430.8 |
Teach students study skills, note-taking skills, and test-taking strategies.25-3099.02 | 0.01440.5 | 0.00230.4 |
Provide feedback to students using positive reinforcement techniques to encourage, motivate, or build confidence in students.25-3099.02 | 0.00670.2 | —0 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.25-3099.02 | 0.00590.2 | —0 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.25-3099.02 | 0.00510.2 | 0.00370.7 |
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.25-3099.02 | 0.00310.1 | —0 |
Assess students' progress throughout tutoring sessions.25-3099.02 | 0.00150.1 | —0 |
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. | —0 | 0.00370.7 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.O*NET Task ID 17023 | 1.0 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.O*NET Task ID 17029 | 1.0 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.O*NET Task ID 17031 | 1.0 |
Schedule tutoring appointments with students or their parents.O*NET Task ID 17020 | 0.5 |
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.O*NET Task ID 17021 | 0.5 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.O*NET Task ID 17022 | 0.5 |
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.O*NET Task ID 17025 | 0.5 |
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.O*NET Task ID 17026 | 0.5 |
Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.O*NET Task ID 17027 | 0.5 |
Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.O*NET Task ID 17028 | 0.5 |
Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students.O*NET Task ID 17030 | 0.5 |
Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email.O*NET Task ID 17032 | 0.5 |
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.O*NET Task ID 17033 | 0.5 |
Assess students' progress throughout tutoring sessions.O*NET Task ID 17034 | 0.5 |
Administer, proctor, or score academic or diagnostic assessments.O*NET Task ID 17035 | 0.5 |
Teach students study skills, note-taking skills, and test-taking strategies.O*NET Task ID 17036 | 0.5 |
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.O*NET Task ID 17037 | 0.5 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
All O*NET 31.0 task statements (19)
All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.
| Task (O*NET 31.0) | Type |
|---|---|
| Schedule tutoring appointments with students or their parents. | Core |
| Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. | Core |
| Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. | Core |
| Organize tutoring environment to promote productivity and learning. | Core |
| Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. | Core |
| Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. | Core |
| Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students. | Core |
| Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals. | Core |
| Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. | Core |
| Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. | Core |
| Develop teaching or training materials, such as handouts, study materials, or quizzes. | Core |
| Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email. | Core |
| Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. | Core |
| Assess students' progress throughout tutoring sessions. | Core |
| Teach students study skills, note-taking skills, and test-taking strategies. | Core |
| Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. | Core |
| Travel to students' homes, libraries, or schools to conduct tutoring sessions. | Supplemental |
| Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring. | Supplemental |
| Administer, proctor, or score academic or diagnostic assessments. | Supplemental |
0.04/ 3· Robot exposure index
Scale, basis and source
Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time
Physical tasks among this occupation's O*NET 29.3 tasks
Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.
The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.
Tier of each physical task
Robot environment tiers (E0–E3)
E0 noneDetails
Rated not doable by robots that have been deployed, sold or demonstrated, even in a purpose-built setting
E1 purpose-built robot settingsDetails
Rated doable in a setting built around the machine, such as a fenced machine cell or a bottling line
E2 structured facilitiesDetails
Rated doable in a human work facility that an institution keeps to a working standard, such as a hospital pharmacy or a container port
E3 unstructured settingsDetails
Rated doable in a setting that no institution keeps to a working standard, such as a private home or a construction site
Only tasks classified as physical are listed; other tasks have no tier in the source.
| Task (O*NET 29.3) | Robot environment tier |
|---|---|
| Organize tutoring environment to promote productivity and learning. | E2 structured facilities |
| Travel to students' homes, libraries, or schools to conduct tutoring sessions. | E0 none |
Occupation information
Employment outlook (BLS)
- Employment, 2025
- 208K
- Projected employment, 2035
- 208K
- Change (2025–35)
- -0.2%
- Median annual wage, 2025
- $43,350
- Typical education needed for entry
- Some college, no degree
Korea classification links (KSCO)
Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.
| KSCO code | KSCO title | Relation | Status |
|---|---|---|---|
| 26421 | 국어 강사 | This occupation is broader | confirmed |
| 26422 | 수학 강사 | This occupation is broader | confirmed |
| 26423 | 사회 강사 | This occupation is broader | confirmed |
| 26424 | 과학 강사 | This occupation is broader | confirmed |
| 26481 | 학습지 방문강사 | This occupation is broader | confirmed |
| 26482 | 교육 교구 방문강사 | Overlapping, not the same | reviewed |
| 26489 | 그 외 학습‧교구 관련 방문강사 | Related, not a match | confirmed |
Relation and status definitions(kr-direct v1.1)
ILO occupational description
AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.
- ISCO-08 2353Other Language Teachers
- ISCO-08 2355Other Arts Teachers
- ISCO-08 2359Teaching Professionals Not Elsewhere Classified
Sources: ILO ISCO-08 — details: Credits
ESCO occupational vocabulary
Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.
- tutorESCO 2359.12Same scope
Tutors provide personalised education to the children of employers or to adults, in addition to the main education system. They help students improve their knowledge and competence of a specific subject, at their own pace. Tutors will teach their students study techniques and strategies in order to ensure their academic development and will assess the student's progress throughout the tutoring sessions.
- learning mentorESCO 2359.9This occupation is broader
Learning mentors support underperforming students both inside and outside of the classroom in order to increase their academic success. They assist students experiencing (multiple) disadvantages, such as learning difficulties, behavioural issues, and attendance problems, and also assist gifted students who are under-challenged. They may also work with adult students in the further education system. Learning mentors develop schedules and action plans with the students in order to plan the necessary mentoring activities and monitor progress. They also liaise with the students' teachers, educational psychologists, school social workers and, if necessary, with the student's parents, in order to improve the student's educational development.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
France classification links (ROME)
AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.
| ROME code | ROME title (French) | Relation |
|---|---|---|
| K2122 | Professeur / Professeure à domicile | Same scopeprovisional |
| K2137 | Assistant / Assistante pédagogique en milieu scolaire | Related, not a matchprovisional |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Spain classification links (CNO-11)
AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.
| CNO-11 code | CNO-11 title (Spanish) | Relation |
|---|---|---|
| 2329 | Profesores y profesionales de la enseñanza no clasificados bajo otros epígrafes | This occupation is narrower |
| 2322 | Profesores de enseñanza no reglada de idiomas | Related, not a match |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Germany classification links (KldB)
AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.
| KldB code | KldB title (German) | Relation |
|---|---|---|
| 84483 | Lehrkräfte an außerschulischen Bildungseinrichtungen (sonstige spezifische Tätigkeitsangabe) - komplexe Spezialistentätigkeiten | This occupation is narrower |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Japan classification links (JSCO)
AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.
| JSCO code | JSCO title (Japanese) | Relation |
|---|---|---|
| 244 | 個人教師 | This occupation is narrower |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Recent Changes Related to This Occupation
Summaries and relation labels are AI Changing Work's own; check any figures against the linked source.
Related Anthropic Economic Index report (Mar 2026): on Claude.ai, only 12% of Tutor tasks use the top-tier Opus model, against 34% of Software Developer tasks; among paid users, 45% of educational tasks use Opus versus 55% of computer and math tasks. Coursework fell from 19% to 12% of Claude.ai conversations between November 2025 and February 2026, partly because of academic calendars.
[Source: Anthropic Economic Index (March 2026)]
Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources