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NOC Code: NOC Code: 4216 Occupation: Other Instructors
Occupation Description: Occupation Description:
Instructors in this unit group teach courses, such as motor vehicle or motorcycle driving, sewing or other courses, which are outside of educational institutions and not job-related. They are employed by driving schools, fabric retailers and other commercial establishments or they may be self-employed. This unit group also includes driver's licence examiners, who are employed by provincial governments, and tutors who provide instruction in elementary or secondary school subjects. Instructors in this unit group teach courses, such as motor vehicle or motorcycle driving, sewing or other courses, which are outside of educational institutions and not job-related. They are employed by driving schools, fabric retailers and other commercial establishments or they may be self-employed. This unit group also includes driver's licence examiners, who are employed by provincial governments, and tutors who provide instruction in elementary or secondary school subjects.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Skill levels are assigned to tasks: Level 1 tasks are the least complex and level 4 or 5 tasks (depending upon the specific skill) are the most complex. Skill levels are associated with workplace tasks and not the workers performing these tasks.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Text Reading Text 1 2 3 4
Writing Writing 1 2 3
Document Use Document Use 1 2 3
Computer Use Computer Use 1 2 3
Oral Communication Oral Communication 1 2 3
Money Math Money Math 1 2 3
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2 3
Measurement and Calculation Measurement and Calculation 1 2
Data Analysis Data Analysis 1 2
Numerical Estimation Numerical Estimation 1 2
Job Task Planning and Organizing Job Task Planning and Organizing 1 2 3
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3
Finding Information Finding Information 1 2
Critical Thinking Critical Thinking 1 2 3


  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.


Reading Text
  • Read text entries in completed forms. For example, first aid instructors read student's training goals in orientation forms. Day camp instructors read descriptions of children's physical limitations in application forms. Driver examiners read comments about examination results in drivers' electronic records. (1)
  • Read newspaper and magazine articles on topics of professional interest. For example, modelling instructors may read Flare magazine to learn about new fashion trends. Sewing instructors may read Quick Quilt magazine to look for new patterns, fabrics and sewing methods. (2)
  • Read instructions and other brief text passages on product and equipment labels. For example, first aid and cardiopulmonary resuscitation instructors read operating and cleaning instructions on the labels of equipment such as defibrillators and training manikins. (2)
  • Read email and memos. For example, driver examiners read email and memos from office administrators to learn about policy changes and updates to their examination schedules. First aid and cardiopulmonary resuscitation instructors read email from people who are seeking more information about their training services, fees and professional certifications. (2)
  • Read brief reports which describe students' medical conditions. For example, driver examiners may read ophthalmologists' reports which describe physiological anomalies that may affect their driving. Day camp instructors may read reports from doctors which describe childrens' allergies, medications and medical conditions that affect their abilities to participate in physical activities. (3)
  • Read policy and procedures, training and equipment manuals. For example, first aid and cardiopulmonary resuscitation instructors read operating manuals for training equipment such as liquid crystal display projectors. They read training manuals published by medical associations to learn about current practices, teaching strategies and lesson plans. Driver examiners read policy and procedure manuals that specify how examinations must be completed and list the examination requirements for each license class. (3)
  • Read regulations issues by provincial and federal agencies and guidelines published by professional groups and associations. For example, cardiopulmonary resuscitation instructors read regulations which specify the types of training and practice activities that must be included in lesson plans for certification of participants. First aid instructors may read provincial occupational health and safety regulations which specify acceptable first aid procedures and outline the qualifications and responsibilities of first aid attendants. They must fully understand the specifications when designing their training courses. (4)
  • Read and interpret legislation. For example, driving instructors may read the Motor Vehicle Act to explain to their students how sections of the Act apply to drivers of various ages and to holders of various classes of driving licenses. First aid and cardiopulmonary resuscitation instructors may read provincial legislation such as Ontario's Good Samaritan Act and Alberta's Emergency Medical Aid Act so that they can explain the implications of the legislation to their students. (4)
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Writing
  • Write brief notes to record students' achievements and progress. For example, driving examiners may write short notes in drivers' records to explain why students' licenses are suspended. Day camp instructors may write notes in notebooks to record children's behaviours. Cardiopulmonary resuscitation instructors may note their observations of students' resuscitation techniques. (1)
  • Write email messages and letters to students and to the clients who purchase courses. For example, modelling instructors may write letters to prospective students to introduce their agencies and outline the services they offer. First aid and cardiopulmonary resuscitation instructors may write email messages to corporate clients to describe recent training sessions with the clients' employees and to provide details of students' attitudes and achievements. (2)
  • Write tests and examinations. For example, first aid and cardiopulmonary resuscitation instructors may write multiple choice and essay-type examinations. Sewing instructors may write step-by-step practical examination questions which allow students to demonstrate typical and advanced sewing techniques. (3)
  • Write training manuals, workbooks, lesson plans, learning activities and other training materials for courses. For example, sewing instructors may write introductory lesson plans to introduce students to typical sewing supplies, types of fabrics and basic stitching techniques. First aid and cardiopulmonary resuscitation instructors may write activities and exercises for students. (3)
  • Write newsletters, pamphlets and promotional materials to solicit business for instructional services. For example, driving instructors may write newsletters which contain information about upcoming classes, course outlines, registration procedures, costs and course times. First aid and cardiopulmonary resuscitation instructors may write newspaper advertisements which detail their instructional services, areas of expertise and professional certifications. They use persuasive and positive language to provide specific details about their services and experience to attract clients and students. (3)
  • Write reports which detail students' achievements. For example, confidence coaches may write detailed reports to describe their students' public speaking abilities and to discuss the results of practical examinations in debate and argument. Driver examiners may write reports which describe occurrences of dangerous driving during motorcycle and tractor trailer driving tests. (3)
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Document Use
  • Locate names, dates, times and other data in examination applications, schedules, lesson plans, course timetables and other forms. (1)
  • Complete entry forms. For example, driver examiners enter clients' written exam scores into database entry forms. First aid, cardiopulmonary resuscitation and sewing instructors mark attendance forms to record students' absences. They enter identification numbers, test and examination scores and other data into student records. (1)
  • Locate data in lists and tables. For example, sewing instructors scan garment fitting tables to locate pattern sizes for different body measurements. They show students how to correlate measurements to pattern sizes. (2)
  • Locate data on product and equipment labels. For example, driver examiners may scan labels on vehicle safety restraints and children's car seats to locate model numbers and diagrams showing how to install and use these devices. (2)
  • Locate data in graphs. For example, driving instructors locate traffic accident data in graphs which illustrate common causes of serious injuries and fatalities. First aid and cardiopulmonary resuscitation instructors scan graphs to locate data on the effects of time delay in administering drugs to heart attack victims. (3)
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Computer Use
  • Use the Internet. For example, first aid and cardiopulmonary resuscitation instructors may search medical websites for definitions of physiological and medical terms. Modelling instructors may visit talent agencies' websites to identify posted job opportunities and audition times for their students. (2)
  • Use financial software. For example, self-employed instructors may use accounting software such as QuickBooks to process invoices for their services and to track business expenditures. (2)
  • Use databases. For example, driver examiners access computer databases to search students' driving records for names, licence classes, conditions, restrictions, convictions, suspensions and reinstatements. (2)
  • Use communication software. For example, driver examiners may read email from office administrators which detail changes to appointments and examination schedules. (2)
  • Use graphics software. For example, driving instructors may create and show slide presentations to illustrate the meanings of common road signs. Modelling instructors may create photo slide shows of students' photos for distribution to talent agencies. (2)
  • Use word processing. For example, first aid and cardiopulmonary resuscitation instructors may use advanced functions of word processing programs to write and format training manuals. Modelling instructors may write letters of reference for their students. (3)
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Oral Communication
  • Speak to suppliers about the products and services purchased and used. For example, first aid and cardiopulmonary resuscitation instructors negotiate the prices for bandages, splints and defibrillators with medical supply wholesalers. Sewing instructors discuss purchases of fabrics and materials with suppliers. (2)
  • Assign duties and give directions to junior instructors and helpers. For example, sewing instructors may ask helpers to demonstrate sewing techniques to individual students. Modelling instructors may ask their assistants to help apply makeup and arrange hairstyles for students prior to fashion shows and group auditions. (2)
  • Discuss ongoing work with co-workers. For example, driver examiners discuss examination schedules and other matters with office administrators. Day camp instructors discuss sports activities with other instructors. (2)
  • Discuss work assignments and job tasks with supervisors. For example, day camp instructors may ask their program managers about changes to their sessions to allow more off-site field trips to museums, parks and attractions. Driver examiners may ask their supervisors to amend examination schedules and to increase and decrease the number of daily appointments. (2)
  • Provide instruction and lead classroom discussions. Convey knowledge of various topics and passion for the subject matter while maintaining the attention on students' achievements and learning needs. Deliver lectures, facilitate discussions to engage students and lead activities which meet students' aptitudes and interests. (3)
  • Counsel and advise students. For example, driving instructors give clear, calm instructions and encourage new drivers during their first practical driving outings to boost their confidence. Driver examiners may calm and reassure anxious young drivers before examinations. Modelling instructors may advise their students on sexual exploitation in the modelling industry and suggest ways to avoid situations that compromise their personal values and endanger their safety. (3)
  • Discuss technical and specialist topics with co-workers and colleagues. For example, first aid and cardiopulmonary resuscitation instructors may ask paramedics and other medical professionals about their experiences administering cardiopulmonary resuscitation and first aid. Modelling instructors may speak with agents, fashion photographers and film and television producers to inquire about opportunities for their students. (3)
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Money Math
  • Count cash payments for services and make change. For example, first aid and day camp instructors may collect application fees and monies for supplies. (1)
  • Total bills and calculate taxes due on invoices. For example, sewing and first aid instructors total amounts on statements and invoices for their services and add taxes. (3)
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Scheduling or Budgeting and Accounting
  • Schedule appointments, classes and learning activities. For example, driver examiners may schedule students' appointments for eye examinations and practical driving tests. (2)
  • Perform accounting tasks such as preparing income and expense statements and reconciling bank statements. For example, self-employed instructors may create invoices for training services and monitor their businesses' expenditures. (3)
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Measurement and Calculation
  • Measure physical properties using basic measuring tools. For example, sewing instructors use tapes to take students' measurements and measure lengths of fabric. Driving instructors use odometers to measure distances travelled during students' driving practice sessions and driving examinations. (1)
  • Calculate scores for tests and examinations. For example, driver examiners may add point values associated with correct answers to compile written examination scores. Modelling instructors may add marks recorded during components of students' practical examinations to provide overall scores. (2)
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Data Analysis
  • Manage inventories of supplies. For example, first aid and cardiopulmonary resuscitation instructors monitor and maintain small quantities of bandages, visual aids and other instructional materials to ensure they have the required quantities for classes of varying sizes. Modelling instructors manage inventories of cosmetics which may have short shelf lives. (2)
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Numerical Estimation
  • Estimate distances. For example, driver examiners may estimate distances required to stop vehicles on icy roads during practical driving examinations. (2)
  • Estimate the time required to complete activities, quizzes, tests and examinations to create lesson plans for courses. (2)
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Job Task Planning and Organizing
  • Other instructors plan, organize job tasks according to the needs of students and clients. Driver examiners may have to meet daily testing quotas and follow schedules planned by administrators and supervisors. Other instructors may plan and organize job tasks for junior instructors, assistants and helpers during large group assignments and examinations. (3)
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Decision Making
  • Select learning materials, equipment and other supplies required for courses. For example, modelling instructors may choose suppliers and brands of cosmetics which offer quality results at lower costs. Sewing instructors may choose makes and models of sewing machines that have garnered excellent consumer reviews. Instructors may use past experience with suppliers and their products to inform their decisions. (2)
  • Set fees and payment terms for instructional services. For example, driving instructors may choose to offer discounts and corporate rates to larger groups of long-haul truck drivers. First aid and cardiopulmonary resuscitation instructors may choose to allow clients to pay for their services in instalments. (2)
  • Choose instruction methods to use for courses. For example, sewing instructors may choose areas of instruction for students' varying ages and experience levels by reviewing high school home economics curricula. Driving instructors may decide which routes their students will take during practice using the content of current lessons and their knowledge of daily traffic conditions in their areas. (3)
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Problem Solving
  • Encounter faulty and poorly maintained equipment which forces rescheduling of lessons and courses. For example, driving instructors may be forced to reschedule practice driving with students because vehicles are not working properly. First aid and cardiopulmonary resuscitation instructors may reschedule defibrillator training sessions because automated external defibrillators were not properly charged before the sessions. (1)
  • Find that classes are disrupted by students' inappropriate behaviours. For example, driving examiners may be confronted by students who are enraged because they have lost their drivers' licenses and may lose their jobs because they failed their driving examinations. Modelling instructors may speak to students who verbally disrespect each other and constantly compete with each other for the instructors' attention. They express their disapproval with the students' behaviours and suggest ways to correct them. If students do not remedy their disruptive conduct instructors may ask students to leave the class and report the inappropriate conduct to students' employers. (2)
  • Discover that normal instructional methods and learning activities are not effective for some students. For example, modelling instructors may encounter students with extremely low self-esteem. Driving instructors may encounter aggressive or arrogant students who have been referred to their courses after dangerous or impaired driving convictions. They try to empathize with students' situations and provide one-on-one tutoring and other supports to help their students achieve their goals. (3)
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Finding Information
  • Find information about students by reviewing students' records and by speaking to employers and other instructors. For example, driver examiners search their clients' driving records for demerit infractions and convictions. Self-employed instructors may contact other instructors to find out if shared clients paid for their courses promptly and fully. (2)
  • Find information about industry trends and teaching methods and strategies by browsing internet sites, by reading books, magazines and newspapers and by talking to co-workers and colleagues. For example, sewing instructors read sewing magazines to get ideas for class projects. First Aid instructors browse health and wellness websites to find supplemental training materials. (2)
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Critical Thinking
  • judge the effectiveness of learning activities. For example, observe students' responses to questions and evaluate their comments for appropriateness. Assess the degree to which students are able to achieve their learning goals. Review course evaluations and remarks submitted by students who take the courses, clients who purchase the courses and sponsors who provide financing for the courses to ascertain whether they are satisfied. (2)
  • Evaluate the suitability of the courses offered. For example, review current best practice guidelines and confer with other instructors in your area of expertise to ensure your courses are contemporary and accurate. (3)
  • Evaluate students' achievement of learning goals. For example, consider students' marks in assignments and written and practical examinations. Give weight to students' participation in classes and their personal attitudes to determine final grades as appropriate. (3)
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