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

Fort Collins educators should pay close attention to AI because routine school work - from office data entry and content proofreading to basic grading and lesson multimedia - can already be automated, shifting time away from direct student support and toward oversight and curriculum design; practical resources like Nucamp's Complete Guide to Using AI in Fort Collins and the Top 10 AI Prompts and Use Cases for Education in Fort Collins show how districts can design equity-focused policies and classroom tools now; for educators who need hands-on reskilling, Nucamp's AI Essentials for Work 15-week bootcamp is a 15‑week program (early-bird $3,582) that teaches AI tools, prompt-writing, and job-based skills to help staff move from at‑risk tasks into higher‑value roles.

Methodology combined national labor-market signals with local Colorado training activity: employer job‑posting and occupation data from CompTIA's State of the Tech Workforce 2025 informed which skills employers are prioritizing (the report found AI‑skill hiring dominating postings, with nearly 125,000 AI‑related listings in May 2025), while CompTIA's Workforce and Learning Trends 2025 supplied HR-focused indicators - such as rising emphasis on validating knowledge, skills and tasks (KST) - to flag which routine tasks are most automatable; those technical and task‑level signals were cross‑checked against Fort Collins/Larimer County education role descriptions and local reskilling pipelines (notably the FRCC–IBM data analytics and cybersecurity collaboration) to ensure recommendations match Colorado's training capacity and employer demand.

The result: high‑volume, rule‑based tasks (office data entry, basic grading, simple proofreading and content edits) score highest for near‑term automation exposure, and the methodology prioritizes pathways - data literacy, digital curation, and prompt‑engineering training - that use existing local programs to move workers into less automatable roles.

For background, see CompTIA's full report, the FRCC–IBM collaboration announcement, and Nucamp's Complete Guide to Using AI in Fort Collins.

“It's an honor to announce the release of CompTIA's 2025 State of the Tech Workforce… data-driven perspective of where the tech workforce has been and where it's going.” - Tim Herbert, Chief Research Officer, CompTIA

CompTIA 2025 State of the Tech Workforce report - CompTIA official report and findings | FRCC–IBM collaboration announcement - Front Range Community College news on data analytics and cybersecurity partnership | Nucamp Complete Guide to Using AI in Fort Collins - AI Essentials for Work program and resources

School office clerks in Fort Collins face high near‑term exposure because much of their work - student records, attendance entry, event and ticket forms, vendor invoices and routine family communications - follows predictable rules and structured fields that modern AI and workflow tools can copy faster and with fewer errors; the SCD Archive shows current research and industry discussion on AI governance and tools (including a lightning talk on “CharGPT and Corporate Policies”) that districts should watch as they set local policies for safe automation.

Practical adaptation begins with measurement and targeted reskilling: use Nucamp's AI Essentials for Work syllabus to map which clerical tasks are repeatable and apply the pilot KPI checklist to track time saved, cost per student, and retention lift so decisions rest on evidence rather than intuition.

A concrete first step that pays off: catalog one week of office forms and communications, then prioritize training in prompt‑writing, data stewardship, or digital curation so staff move from data‑entry to oversight and family‑facing roles that are harder to automate.

"CharGPT and Corporate Policies"

Nucamp AI Essentials for Work syllabus - Complete Guide to Using AI in Fort Collins | Nucamp AI Essentials for Work registration and pilot KPI checklist | SCD Archive - sessions on AI, governance, and "CharGPT and Corporate Policies"

Content editors and proofreaders in Colorado schools should expect generative AI to absorb routine, rule‑based tasks - basic grammar fixes, reference formatting, and quick “good‑enough” copy - while human judgment remains essential for voice, accuracy, and document‑level consistency; research shows AI often alters meaning, drops citations, and mishandles formatting, so the smart local pivot is from line editing toward developmental editing, AI‑oversight roles, and client guidance on ethical use and contracts, including asking about AI policies and T&Cs, rather than resisting the change (CIEP panel report on the future of AI for editors and proofreaders) - concrete consequence: proofreading of PDF proofs is likely to automate fastest, so editors who learn prompt engineering and quality‑assurance of AI output can capture the higher‑value work left behind; for technical background on current tool limits and where human oversight is nonnegotiable, see the testing summary on AI editing for academic papers, and consult local resources like Nucamp's AI Essentials for Work syllabus and reskilling resources for reskilling and policy templates.

“Most of all I believe that, when it comes to the quintessentially human activity of communication, ultimately humans will always prefer to work with other humans.” - Hazel Bird

Entry‑level teaching assistants and paraprofessionals in Fort Collins are most exposed where adaptive learning systems already handle routine scaffolding: leveled texts, instant formative feedback, auto‑scored quizzes, and translated family communications can be generated by the same tools districts are piloting, so tasks like running repetitive small‑group drills or reformatting materials are increasingly routinized; Colorado classrooms are already testing these workflows - students at the University of Northern Colorado used ChatGPT to rewrite a “Cat in the Hat” story to a first‑grade reading level - showing how quickly content generation can shift off human plates (KUNC article on AI as a college teaching assistant).

The local pivot that preserves roles is clear and concrete: learn to supervise and validate AI outputs (the 80–20 approach from practitioner guidance), gain skills in prompt design and data‑informed intervention, and specialize in the human tasks AI struggles with - relationship building, culturally and linguistically responsive instruction for ELLs, behavior support, and on‑the‑spot differentiation - so paraprofessionals can move from deliverers of drills to in‑class AI overseers and literacy/ELL coaches; see practical classroom scaffolds and safeguards in Colorín Colorado guidance for supporting ELL instruction with AI and Nucamp's reskilling pathway in the Nucamp AI Essentials for Work bootcamp syllabus to map a short certification pathway for those moves.

“It's a children's machine, children learn by teaching the computer.” - Seymour Papert (cited in KUNC)

Assessment graders and test scorers are squarely in scope because automated scoring (AS) systems

“use computers to characterize the quality of individuals' performance” (Foltz et al., 2020)

, which makes routine, high‑volume scoring workflows the likeliest near‑term targets for automation.

Fort Collins educators can respond by moving from hands‑on scoring to roles that AI struggles to replicate: auditing and validating AS outputs, designing and testing fair rubrics, and creating human‑centered feedback that supplements machine scores.

Practical steps include adopting district equity standards for automated assessments (see Nucamp AI Essentials for Work syllabus on equity‑focused AI policies: AI Essentials for Work - equity‑focused AI policies syllabus), using a Nucamp AI Essentials pilot KPI checklist to measure time saved and quality gaps (Register for Nucamp AI Essentials for Work - pilot KPI checklist and registration), and translating scores into rich, scaffolded multimedia feedback for students.

A concrete first move with immediate impact: run one rubric through an AS tool, document human–machine mismatches, and use those KPI results to justify retraining scorers into QA and student‑feedback specialists.

Librarians and learning resource technicians in Fort Collins face a clear pivot: AI will increasingly handle routine cataloging, basic reference questions, and content recommendations, so local library staff should redirect effort toward digital curation, metadata for machine learning, and institutional data stewardship that vendors and campuses will still need.

That shift is practical and urgent - Liblime's review of library AI work notes that AI frees staff for higher‑value services and that 75% of Americans have heard of ChatGPT while only 18% have used it, creating a local AI‑literacy gap libraries can close by teaching provenance, explainability, and ethical use to students and families (Liblime article on AI literacy in libraries).

Colorado evidence of modern discovery adoption - Marmot Library Network's Pika (VuFind‑based) work - shows regional systems already moving to interoperable, data‑friendly platforms (American Libraries 2023 library systems report on discovery platforms), and international guidance recommends strategies that align with reskilling: build AI literacy programs, leverage librarians' data competencies, and pilot descriptive‑AI projects with strong governance (IFLA guidance on libraries' strategic response to AI).

A concrete first step with immediate payoff: inventory one special collection or curriculum archive, document metadata gaps, and run a small descriptive‑AI pilot to create reusable, FAIR‑style metadata while training staff in AI oversight.

“Libraries have historically served as intermediaries between information technologies and communities, making them natural sites for cultivating AI literacy.”

Fort Collins education workers should treat AI as an urgent policy and career pivot: start by adopting ethics‑first classroom and assessment guidance from CSU's Artificial Intelligence and Academic Integrity hub (CSU TILT AI & Academic Integrity guidance) to protect students and preserve trust, then commit to short, measurable reskilling so routine tasks (grading, entry, basic proofreading) can be delegated safely while human skills stay central.

A practical next step is cohort training - use Nucamp's 15‑week AI Essentials program to build prompt‑writing, AI oversight, and workplace application skills so staff can move into QA, digital curation, and student‑facing roles; the program accepts first payment at registration, making district or union‑sponsored cohorts easy to pilot (Nucamp AI Essentials for Work registration).

Pair training with a one‑pilot KPI (time saved vs. quality gaps) and a district AI policy workshop to ensure equity, forensic transparency, and shared governance across Fort Collins schools.