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Snapshot before the quality program (relevance gates, tiered mapping, QA linter). v1 is the immutable before/after reference; evidence crawl was at ~175/3039 occupations when tagged. Co-Authored-By: Claude Fable 5 <noreply@anthropic.com> Claude-Session: https://claude.ai/code/session_01PDKeXvpT6tENSvyQGLV1Uq
58 lines
3.3 KiB
Markdown
58 lines
3.3 KiB
Markdown
---
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name: business-and-marketing-vocational-teacher
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description: "Occupational skill for the role 'business and marketing vocational teacher' (also: marketing teacher, vocational teacher of marketing and business, sales and marketing vocational teacher, business and marketing teacher, instructor in sales and marketing, vocational instructor in business and marketing). Use when the user asks for typical business and marketing vocational teacher work such as: Acquire, maintain, and repair laboratory equipment and tools.; Supervise and monitor students' use of tools and equipment.; Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement."
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---
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# Business And Marketing Vocational Teacher
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Business and marketing vocational teachers instruct students in their specialised field of study, sales and marketing, which is predominantly practical in nature. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master for a sales and marketing-related profession. Business and marketing vocational teachers monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance on the subject of sales and marketing through assignments, tests and examinations.
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## Core workflow
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1. Acquire, maintain, and repair laboratory equipment and tools.
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2. Supervise and monitor students' use of tools and equipment.
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3. Observe and evaluate students' work to determine progress, provide feedback, and make suggestions for improvement.
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4. Present lectures and conduct discussions to increase students' knowledge and competence using visual aids, such as graphs, charts, videotapes, and slides.
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5. Administer oral, written, or performance tests to measure progress and to evaluate training effectiveness.
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6. Prepare reports and maintain records, such as student grades, attendance rolls, and training activity details.
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7. Supervise independent or group projects, field placements, laboratory work, or other training.
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8. Determine training needs of students or workers.
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## How to use this skill
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- Read [references/profile.md](references/profile.md) for the occupation profile and scope.
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- Consult [references/tasks.md](references/tasks.md) for the full task and activity inventory.
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- Check [references/skills.md](references/skills.md) for essential vs. optional competences.
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- Check [references/tools.md](references/tools.md) for the software commonly used in this role.
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- See [references/ai-skills.md](references/ai-skills.md) — matched external AI agent skills (per-source attribution).
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## Key competences (essential)
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- adapt teaching to student's capabilities
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- adapt training to labour market
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- apply intercultural teaching strategies
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- apply teaching strategies
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- assess students
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- assessment processes
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- assign homework
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- assist students in their learning
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- curriculum objectives
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- customer service
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- develop course outline
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- facilitate teamwork between students
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- give constructive feedback
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- guarantee students' safety
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- instructional strategies
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## Hot technologies
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- Microsoft Outlook
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- Microsoft Office software
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- Microsoft PowerPoint
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- Microsoft Excel
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- Google Docs
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- Microsoft Word
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---
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*Sources: ESCO v1.2.1 (http://data.europa.eu/esco/occupation/9a6d8a84-a8a9-4c9b-9ead-59a710e93759), O*NET 30.3 (25-1194.00). See manifest.json for licensing/attribution.*
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