Top 5 Jobs in Education That Are Most at Risk from AI in Billings - And How to Adapt

Billings educators should pay attention: Montana's new 406 JOBS initiative directs the Department of Labor & Industry to expand AI training and support educators in K‑12 career programs, creating a state-backed push to embed AI skills in classrooms (Montana 406 JOBS initiative executive order); at the same time national coverage shows AI is already driving workforce change - CBS reported over 10,000 AI-related job cuts in the first seven months of 2025 - so routine tasks like clerical grading and scheduling in schools are most vulnerable (CBS News report on AI-related layoffs in 2025).

Practical next steps: pair district professional development with a focused, 15‑week course like Nucamp's Nucamp AI Essentials for Work bootcamp to gain prompt-writing and classroom tooling skills within a semester and protect educator roles by shifting toward AI‑augmented instruction and assessment.

“406 JOBS stands for four pathways to employment, zero barriers to work, and six high-demand sectors.” - Gov. Greg Gianforte, Aug. 11, 2025

Methodology: the top five at‑risk education jobs in Billings were identified by triangulating three sources: global employer and task‑exposure data from the World Economic Forum's Future of Jobs analysis, a cross‑industry inventory of specific roles flagged as vulnerable to AI, and local use‑case evidence from Billings education tooling.

Roles were prioritized where (1) WEF task metrics show high automation exposure and employer intent to downsize where tasks can be automated, (2) industry lists name the exact job titles most at risk, and (3) the same routine tasks appear in Billings‑relevant AI examples such as on‑demand tutoring and no‑code automation.

This produced a short list heavily weighted toward entry‑level and administrative functions - because WEF reports project large task displacement (92 million roles displaced globally) and finds that 40% of employers expect to reduce staff where AI automates tasks - meaning districts that delay reskilling will likely feel budget and staffing pressure first (World Economic Forum Future of Jobs Report 2025, Wins Solutions list of 48 jobs AI will replace, and local examples like on‑demand AI math tutoring in Billings use case).

The Forum's Future of Jobs Report 2025 reveals that 40% of employers expect to reduce their workforce where AI can automate tasks.

Teaching assistants are especially exposed because much of their daily work - routine grading, answering common student questions, running formative checks and coordinating schedules - maps directly to AI strengths like high‑speed analysis, pattern recognition, and 24/7 tutoring; industry inventories already list “Teaching Assistants” among roles AI will replace and note education pilots using AI TAs and automated scoring (Jobs AI Will Replace - Wins Solutions analysis of 48 roles).

In Billings classrooms, on‑demand AI math tutoring tied to Montana standards demonstrates how routine instructional support can move to platforms while human staff shift to oversight and interpretation (On‑demand AI math tutoring aligned to Montana state standards), and districts can use no‑code automation to remove scheduling and billing busywork (No‑code automation for administrative workflows in Billings schools).

So what: TAs who reskill into prompt engineering, AI‑trainer or assessment‑interpretation roles (training paths as short as a 15‑week bootcamp) can protect their jobs and reclaim time for personalized student mentorship rather than repetitive tasks.

Grading and assessment staff in Billings face rapid change as automated scoring moves from pilot projects into everyday workflows: AI systems bring consistent rubric scoring, instant formative feedback, and plagiarism checks that can cut the manual burden dramatically - solo tutors report saving over 20 hours a week and platform case studies show a ~40–50% reduction in grading time for technical subjects (comparison of automated grading systems (Fritz, 2025)), while Turnitin-style workflows can reduce essay turnaround from 10–15 minutes to about 3 minutes per submission, letting districts return results the same day.

At the same time, comparative research shows AI can produce high‑scoring essays and that detection is an ongoing arms race, so Billings districts should pair automation with human QA and redesign assessments toward formative tasks that require interpretation, originality, and reflection (research on AI for automated grading (RapidInnovation), BERJ study comparing AI and human grading (2025)).

So what: adopted responsibly, these tools can convert grading time into targeted interventions - same staff, more small‑group coaching and data‑driven remediation.

Registrar office clerks in Billings face rapid change as robotic process automation and no‑code tools move routine duties - scheduling, transcript routing, enrollment verification, invoicing - into low‑cost workflows that run 24/7; local pilots show schools can automate scheduling and billing without hiring developers using platforms like Zapier and Make (No-code automation for administrative workflows in Billings schools), while on‑demand AI tutoring models illustrate how student record lookups and placement decisions can be surfaced automatically for staff review (On-demand AI tutoring use cases aligned to Montana education standards).

Districts that treat automation as a tool - retraining clerks into workflow administrators, QA checkers, and student‑facing enrollment advisors - can convert clerical hours into outreach and retention work rather than lose capacity to layoffs; national conversations about understaffing and the need for more support staff, e‑filing, and better IT underscore the point that automation without reskilling simply shifts the gap (Calls for more support staff and e-filing in public sector posts).

So what: a registrar who learns no‑code orchestration protects their role by owning the systems that otherwise replace it.

“Appellate Immigration Judges must apply immigration laws impartially, humanely, and equitably and ensure that all parties are treated with respect and dignity.”

Online course facilitators in Billings face replacement pressure as platforms add moderator bots and adaptive engines that handle routine Q&A, flag academic integrity issues, and sequence lessons automatically - an industry inventory even lists “Online Course Facilitators” among roles AI will replace (Wins Solutions analysis: Jobs AI Will Replace).

Local use cases show how on‑demand AI tutoring aligned to Montana standards can carry much of the hourly, repetitive support work while human facilitators are needed for exceptions, curriculum localization, and high‑stakes student coaching (On‑demand AI math tutoring for Montana state tests).

So what: a facilitator who learns prompt‑crafting, platform governance, and adaptive‑content design can convert nightly moderation chores into a scaled role - supervising AI, improving course alignment to Montana standards, and focusing on the students and situations machines can't reliably resolve.

Private tutors in Billings face a fast‑shifting market as AI‑driven intelligent tutoring systems scale personalized instruction: research on AI‑enhanced high‑dose tutoring shows the model (at least three 30‑minute sessions per week) can be made more affordable and widely available when human tutors partner with adaptive platforms that analyze student errors and tailor practice in real time (NORC report on AI-enhanced high-dose tutoring); at the same time, widespread U.S. pilots report real gains from AI tutors but also clear limits - no substitute for emotional support, mentorship, and the social learning human tutors provide, and poorer outcomes where internet infrastructure is weak (analysis of the rise of AI tutors by DigitalDefynd, analysis of AI in U.S. schools by Third Space Learning).

So what this means for Billings: private tutors should pivot from pure content delivery to hybrid specialties - supervising AI‑generated practice, designing high‑dose schedules that mix in‑person mentorship, and offering assessment interpretation and social‑emotional coaching that platforms can't replicate; a practical, memorable step is to pilot an AI‑assisted program that increases a tutor's caseload while protecting weekly in‑person slots for the relational work families still value.

Billings educators can turn risk into opportunity by acting on three concrete fronts this fall: skills, partnerships, and policy. First, invest in practical AI literacy and prompt‑engineering training so staff can supervise AI rather than be replaced - use the MSU Billings Center for Teaching and Learning generative AI tools overview as a classroom primer (MSU Billings CTL generative AI tools overview) and schedule summer PD to build capacity (summer is the ideal planning window, per K–12 readiness guidance).

Second, formalize regional partnerships - work with MRESA3, MSU‑Billings professional development programs, and local districts to pilot adaptive tutors and no‑code automations while keeping humans in the loop for equity and high‑stakes decisions.

Third, update district AI use policies and run small pilots with clear success metrics (PowerSchool's checklist shows how to use summer to craft guidelines and pilots).

A practical next step: enroll a cohort in a focused, 15‑week course like Nucamp's AI Essentials for Work bootcamp to build prompt, tooling, and implementation skills that protect jobs by shifting roles from routine work to AI‑supervision and student‑focused coaching (Nucamp AI Essentials for Work bootcamp - 15 weeks; early‑bird $3,582).