|Nature of the Work||[About this section]||Back to Top|
Teachers act as facilitators or coaches, using interactive discussions and ďhands-onĒ approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize ďpropsĒ or ďmanipulativesĒ to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, they teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, the teachers use more sophisticated materials, such as science apparatus, cameras, or computers.
To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.
Preschool, kindergarten, and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work, and their personal lives. Preschool, kindergarten, and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach basic skills.
Preschool children learn mainly through play and interactive activities. Preschool teachers capitalize on childrenís play to further language and vocabulary development (using storytelling, rhyming games, and acting games), improve social skills (having the children work together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (showing the children how to balance and count blocks when building a bridge or how to mix colors when painting). Thus, a less structured approach, including small-group lessons, one-on-one instruction, and learning through creative activities such as art, dance, and music, is adopted to teach preschool children. Play and hands-on teaching also are used in kindergarten classrooms, but there academics begin to take priority. Letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level, are taught primarily by kindergarten teachers.
Most elementary school teachers instruct one class of children in several subjects. In some schools, two or more teachers work as a team and are jointly responsible for a group of students in at least one subject. In other schools, a teacher may teach one special subjectusually music, art, reading, science, arithmetic, or physical educationto a number of classes. A small but growing number of teachers instruct multilevel classrooms, with students at several different learning levels.
Middle school teachers and secondary school teachers help students delve more deeply into subjects introduced in elementary school and expose them to more information about the world. Middle and secondary school teachers specialize in a specific subject, such as English, Spanish, mathematics, history, or biology. They also can teach subjects that are career oriented. Vocational education teachers, also referred to as career and technical or career-technology teachers, instruct and train students to work in a wide variety of fields, such as healthcare, business, auto repair, communications, and, increasingly, technology. They often teach courses that are in high demand by area employers, who may provide input into the curriculum and offer internships to students. Many vocational teachers play an active role in building and overseeing these partnerships. Additional responsibilities of middle and secondary school teachers may include career guidance and job placement, as well as followups with students after graduation. (Special education teacherswho instruct elementary and secondary school students who have a variety of disabilitiesare discussed separately in this section of the Handbook.)
Teachers may use films, slides, overhead projectors, and the latest technology in teaching, including computers, telecommunication systems, and video discs. The use of computer resources, such as educational software and the Internet, exposes students to a vast range of experiences and promotes interactive learning. Through the Internet, students can communicate with students in other countries. Students also use the Internet for individual research projects and to gather information. Computers are used in other classroom activities as well, from solving math problems to learning English as a second language. Teachers also may use computers to record grades and perform other administrative and clerical duties. They must continually update their skills so that they can instruct and use the latest technology in the classroom.
Teachers often work with students from varied ethnic, racial, and religious backgrounds. With growing minority populations in most parts of the country, it is important for teachers to work effectively with a diverse student population. Accordingly, some schools offer training to help teachers enhance their awareness and understanding of different cultures. Teachers may also include multicultural programming in their lesson plans, to address the needs of all students, regardless of their cultural background.
Teachers design classroom presentations to meet studentsí needs and abilities. They also work with students individually. Teachers plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. They observe and evaluate a studentís performance and potential and increasingly are asked to use new assessment methods. For example, teachers may examine a portfolio of a studentís artwork or writing in order to judge the studentís overall progress. They then can provide additional assistance in areas in which a student needs help. Teachers also grade papers, prepare report cards, and meet with parents and school staff to discuss a studentís academic progress or personal problems.
In addition to conducting classroom activities, teachers oversee study halls and homerooms, supervise extracurricular activities, and accompany students on field trips. They may identify students with physical or mental problems and refer the students to the proper authorities. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops.
In recent years, site-based management, which allows teachers and parents to participate actively in management decisions regarding school operations, has gained popularity. In many schools, teachers are increasingly involved in making decisions regarding the budget, personnel, textbooks, curriculum design, and teaching methods.
|Working Conditions||[About this section]||Back to Top|
Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when one is dealing with unmotivated or disrespectful students. Occasionally, teachers must cope with unruly behavior and violence in the schools. Teachers may experience stress in dealing with large classes, students from disadvantaged or multicultural backgrounds, or heavy workloads. Inner-city schools in particular, may be run down and lack the amenities of schools in wealthier communities. Accountability standards also may increase stress levels, with teachers expected to produce students who are able to exhibit satisfactory performance on standardized tests in core subjects.
Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools allow teachers to work in teams and with mentors to enhance their professional development.
Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Part-time schedules are more common among preschool and kindergarten teachers. Although some school districts have gone to all-day kindergartens, most kindergarten teachers still teach two kindergarten classes a day. Most teachers work the traditional 10-month school year with a 2-month vacation during the summer. During the vacation break, those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break. Preschool teachers working in daycare settings often work year round.
Most States have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure does not absolutely guarantee a job, but it does provide some security.
|Employment||[About this section]||Back to Top|
Preschool, kindergarten, elementary school, middle school, and secondary school teachers, except special education, held about 3.8 million jobs in 2002. Of the teachers in those jobs, about 1.5 million were elementary school teachers, 1.1 million were secondary school teachers, 602,000 were middle school teachers, 424,000 were preschool teachers, and 168,000 were kindergarten teachers. The majority of kindergarten, elementary school, middle school, and secondary school teachers, except special education worked in local government educational services. About 10 percent worked for private schools. Preschool teachers, except special education were most often employed in child daycare services (63 percent), religious organizations (9 percent), local government educational services (9 percent), and private educational services (7 percent). Employment of teachers is geographically distributed much the same as the population is.
|Training, Other Qualifications, and Advancement||[About this section]||Back to Top|
All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools. Usually licensure is granted by the State Board of Education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12).
Requirements for regular licenses to teach kindergarten through grade 12 vary by State. However, all States require general education teachers to have a bachelorís degree and to have completed an approved teacher training program with a prescribed number of subject and education credits, as well as supervised practice teaching. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teachers obtain a masterís degree in education within a specified period after they begin teaching.
Almost all States require applicants for a teacherís license to be tested for competency in basic skills, such as reading and writing, and in teaching. Almost all also require the teacher to exhibit proficiency in his or her subject. Nowadays, school systems are moving toward implementing performance-based systems for licensure, which usually require the teacher to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in oneís subject. Most States require continuing education for renewal of the teacherís license. Many States have reciprocity agreements that make it easier for teachers licensed in one State to become licensed in another.
Many States offer alternative licensure programs for teachers who have bachelorís degrees in the subject they will teach, but who lack the necessary education courses required for a regular license. Alternative licensure programs originally were designed to ease shortages of teachers of certain subjects, such as mathematics and science. The programs have expanded to attract other people into teaching, including recent college graduates and those changing from another career to teaching. In some programs, individuals begin teaching quickly under provisional licensure. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular licensure if they have progressed satisfactorily. In other programs, college graduates who do not meet licensure requirements take only those courses that they lack and then become licensed. This approach may take 1 or 2 semesters of full-time study. States may issue emergency licenses to individuals who do not meet the requirements for a regular license when schools cannot attract enough qualified teachers to fill positions. Teachers who need to be licensed may enter programs that grant a masterís degree in education, as well as a license.
In many States, vocational teachers have many of the same requirements for teaching as their academic counterparts. However, because knowledge and experience in a particular field are important criteria for the job, some States will license vocational education teachers without a bachelorís degree, provided they can demonstrate expertise in their field. A minimum number of hours in education courses may also be required.
Licensing requirements for preschool teachers also vary by State. Requirements for public preschool teachers are generally higher than those for private preschool teachers. Some States require a bachelorís degree in early childhood education, others require an associateís degree, and still others require certification by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of an individualís competence.
In some cases, teachers of kindergarten through high school may attain professional certification in order to demonstrate competency beyond that required for a license. The National Board for Professional Teaching Standards offers a voluntary national certification. To become nationally accredited, experienced teachers must prove their aptitude by compiling a portfolio showing their work in the classroom and by passing a written assessment and evaluation of their teaching knowledge. Currently, teachers may become certified in a variety of areas, on the basis of the age of the students and, in some cases, the subject taught. For example, teachers may obtain a certificate for teaching English language arts to early adolescents (aged 11 to 15), or they may become certified as early childhood generalists. All States recognize national certification, and many States and school districts provide special benefits to teachers holding such certification. Benefits typically include higher salaries and reimbursement for continuing education and certification fees. In addition, many States allow nationally certified teachers to carry a license from one State to another.
The National Council for Accreditation of Teacher Education currently accredits more than 550 teacher education programs across the United States. Generally, 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. Traditional education programs for kindergarten and elementary school teachers include coursesdesigned specifically for those preparing to teachin mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers most often major in the subject they plan to teach while also taking a program of study in teacher preparation. Teacher education programs are now required to include classes in the use of computers and other technologies in order to maintain their accreditation. Most programs require students to perform a student-teaching internship.
Many States now offer professional development schoolspartnerships between universities and elementary or secondary schools. Students enter these 1-year programs after completion of their bachelorís degree. Professional development schools merge theory with practice and allow the student to experience a year of teaching firsthand, under professional guidance.
In addition to being knowledgeable in their subject, teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the studentsí educational and emotional needs. Teachers must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. Teachers also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents, and members of the community.
With additional preparation, teachers may move into positions as school librarians, reading specialists, curriculum specialists, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities. Preschool teachers usually work their way up from assistant teacher, to teacher, to lead teacherwho may be responsible for the instruction of several classesand, finally, to director of the center. Preschool teachers with a bachelorís degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay.
|Job Outlook||[About this section]||Back to Top|
Job opportunities for teachers over the next 10 years will vary from good to excellent, depending on the locality, grade level, and subject taught. Most job openings will be attributable to the expected retirement of a large number of teachers. In addition, relatively high rates of turnover, especially among beginning teachers employed in poor, urban schools, also will lead to numerous job openings for teachers. Competition for qualified teachers among some localities will likely continue, with schools luring teachers from other States and districts with bonuses and higher pay.
Through 2012, overall student enrollments, a key factor in the demand for teachers, are expected to rise more slowly than in the past. As the children of the baby-boom generation get older, smaller numbers of young children will enter school behind them, resulting in average employment growth for all teachers, from preschool through secondary grades. Projected enrollments will vary by region. Fast-growing States in the South and Westparticularly California, Texas, Georgia, Idaho, Hawaii, Alaska, and New Mexicowill experience the largest enrollment increases. Enrollments in the Northeast and Midwest are expected to hold relatively steady or decline. The job market for teachers also continues to vary by school location and by subject taught. Many inner citiesoften characterized by overcrowded, ill-equipped schools and higher-than-average poverty ratesand rural areascharacterized by their remote location and relatively low salarieshave difficulty attracting and retaining enough teachers, so job prospects should be better in these areas than in suburban districts. Currently, many school districts have difficulty hiring qualified teachers in some subject areasmathematics, science (especially chemistry and physics), bilingual education, and foreign languages. Qualified vocational teachers, at both the middle school and secondary school levels, also are currently in demand in a variety of fields. Specialties that have an adequate number of qualified teachers include general elementary education, physical education, and social studies. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job. Increasing enrollments of minorities, coupled with a shortage of minority teachers, should cause efforts to recruit minority teachers to intensify. Also, the number of non-English-speaking students has grown dramatically, creating demand for bilingual teachers and for those who teach English as a second language. The number of teachers employed is dependent as well on State and local expenditures for education and on the enactment of legislation to increase the quality of education. A number of initiatives, such as reduced class size (primarily in the early elementary grades), mandatory preschool for 4-year-olds, and all-day kindergarten, have been implemented in a few States, but not nationwide. Additional teachersparticularly preschool and early elementary school teacherswill be needed if States or localities implement any of these measures. At the Federal level, legislation that is likely to affect teachers recently was put into place with the enactment of the No Child Left Behind Act. Although the full impact of this act is not yet known, its emphasis on ensuring that all schools hire and retain only qualified teachers, may lead to an increase in funding for schools that currently lack such teachers.
The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In recent years, the total number of bachelorís and masterís degrees granted in education has increased steadily. Because of a shortage of teachers in certain locations, and in anticipation of the loss of a number of teachers to retirement, many States have implemented policies that will encourage more students to become teachers. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs.
|Earnings||[About this section]||Back to Top|
Median annual earnings of kindergarten, elementary, middle, and secondary school teachers ranged from $39,810 to $44,340 in 2002; the lowest 10 percent earned $24,960 to $29,850; the top 10 percent earned $62,890 to $68,530. Median earnings for preschool teachers were $19,270.
According to the American Federation of Teachers, beginning teachers with a bachelorís degree earned an average of $30,719 in the 2001Ė02 school year. The estimated average salary of all public elementary and secondary school teachers in the 2001Ė02 school year was $44,367. Private school teachers generally earn less than public school teachers.
In 2002, more than half of all elementary, middle, and secondary school teachers belonged to unionsmainly the American Federation of Teachers and the National Education Associationthat bargain with school systems over wages, hours, and other terms and conditions of employment. Fewer preschool and kindergarten teachers were union membersabout 15 percent in 2002.
Teachers can boost their salary in a number of ways. In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Getting a masterís degree or national certification often results in a raise in pay, as does acting as a mentor. Some teachers earn extra income during the summer by teaching summer school or performing other jobs in the school system.
|Related Occupations||[About this section]||Back to Top|
Preschool, kindergarten, elementary school, middle school, and secondary school teaching requires a variety of skills and aptitudes, including a talent for working with children; organizational, administrative, and recordkeeping abilities; research and communication skills; the power to influence, motivate, and train others; patience; and creativity. Workers in other occupations requiring some of these aptitudes include teacherspostsecondary; counselors; teacher assistants; education administrators; librarians; child care workers; public relations specialists; social workers; and athletes, coaches, umpires, and related workers.
|Sources of Additional Information||[About this section]||Back to Top|
Information on licensure or certification requirements and approved teacher training institutions is available from local school systems and State departments of education.
Information on the teaching profession and on how to become a teacher can be obtained from:
This organization also sponsors another Internet site that provides helpful information on becoming a teacher:
Information on teachersí unions and education-related issues may be obtained from any of the following sources:
A list of institutions with accredited teacher education programs can be obtained from:
For information on vocational education and vocational education teachers, contact:
For information on careers in educating children and issues affecting preschool teachers, contact either of the following organizations:
For information on teachers and the No Child Left Behind Act, contact:
|OOH ONET Codes||[About this section]||Back to Top|
25-2011.00, 25-2012.00, 25-2021.00, 25-2022.00, 25-2023.00,
Last Modified Date: May 18, 2004