V Skill HF-D9.2-002 sector-specific 10 skills
Pedagogical practice
Creates a safe and orderly learning climate, guides pupil behaviour and attunes the approach to age and developmental stage.
How hrmforce measures this
- Assessment method
- On-the-job observation
- hrmforce instrument
- Competency Check, Work sample test
- Competency (50-framework)
- Sensitivity
- Trainability
- high
- Demand outlook 2026 to 2030
- rising
Structured workplace observation with a form based on behavioural anchors.
Behavioural anchors
| Level | Behaviour at this level |
|---|---|
| N1 Guided | Applies the class agreements under guidance and addresses pupils on unwanted behaviour following the standard routine. works under supervision and follows instruction · routine, one variable at a time · own task |
| N3 Proficient | Recognises patterns in group behaviour, independently chooses an approach and discusses concerns about a pupil with the support coordinator. sets own approach and seeks input proactively · several variables, some ambiguity · own team or process |
| N5 Leading | Develops the school's pedagogical policy, draws up behaviour protocols and guides teams through stalled group dynamics. sets the standard and the policy · strategic, under high uncertainty · organisation, value chain or profession |
N2 and N4 are deliberately not anchored. Raters place them between the anchors, following the O*NET convention.
Underlying skills
These skills inherit the assessment route and the behavioural anchors of this construct.
| T | Skill | Definition | Demand outlook 2026 to 2030 |
|---|---|---|---|
| V | Organising classroom management Classroom management | Arranges routines, material use, turn taking and transitions so the lesson runs without unnecessary disruption. | rising |
| V | Introducing and upholding behaviour rules Behaviour expectations | Sets a few clear rules with the group, names desired behaviour and acts consistently when rules are broken. | stable |
| V | Guiding group formation Group dynamics | Uses activities in the first weeks that shape the group and keeps track of roles within it. | rising |
| V | Redirecting unwanted behaviour Behaviour redirection | Intervenes briefly and calmly when behaviour disrupts, names the desired alternative and keeps the lesson going. | rising |
| V | Resolving conflicts between pupils Conflict resolution in class | Lets pupils in conflict tell their side, names the shared interest and guides them towards an agreement. | rising |
| V | Detecting and tackling bullying Anti bullying intervention | Recognises signs of bullying in the group and carries out the anti bullying protocol with all involved. | rising |
| V | Applying positive reinforcement Positive reinforcement | Names and rewards desired behaviour visibly so that pupils show that behaviour more often. | rising |
| V | Pedagogical tact with vulnerable pupils Trauma informed teaching | Chooses an approach that gives safety and trust to a pupil with a difficult home situation or trauma. | rising |
| K | Knowledge of child developmental stages Child development | Knows cognitive, social and emotional development per age phase and attunes demands and explanation to it. | stable |
| K | Reporting concerns about safety at home Child protection reporting | Follows the steps of the reporting code when suspecting child abuse or neglect and consults the designated officer. | stable |