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Teachers-Preschool,
Kindergarten, Elementary, Middle, and Secondary
Significant Points
Public school teachers must have at
least a bachelor's degree, complete an approved teacher
education program, and be licensed.
Many States offer alternative licensing programs to
attract people into teaching, especially for hard-to-fill
positions.
Excellent job opportunities will stem from the large
number of teachers expected to retire over the next
10 years, particularly at the secondary school level;
job outlook will vary by geographic area and subject
specialty.
Nature of the Work
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Teachers act as facilitators or coaches,
using interactive discussions and "hands-on"
learning to help students learn and apply concepts in
subjects such as science, mathematics, or English. As
teachers move away from the traditional repetitive drill
approaches and rote memorization, they are using more
"props" or "manipulatives" to help
children understand abstract concepts, solve problems,
and develop critical thought processes. For example,
they teach the concepts of numbers or adding and subtracting
by playing board games. As children get older, they
use more sophisticated materials such as science apparatus,
cameras, or computers.
Many classes are becoming less structured,
with students 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
logically think through problems. Teachers provide the
tools and 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 affect later success or failure in
school, work, and their personal lives. Preschool, kindergarten,
and elementary school teachers introduce children to
numbers, 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. Recognizing the importance of play, preschool
teachers build their program around it. They capitalize
on children's play to further language development (storytelling
and acting games), improve social skills (working together
to build a neighborhood in a sandbox), and introduce
scientific and mathematical concepts (balancing and
counting blocks when building a bridge or mixing colors
when painting). Thus, a less structured approach is
used to teach preschool children, including small group
lessons, one-on-one instruction, and learning through
creative activities, such as art, dance, and music.
Play and hands-on teaching also are used in kindergarten
classrooms, but academics begins to take priority. Letter
recognition, phonics, numbers, and awareness of nature
and science 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
subject-usually music, art, reading, science, arithmetic,
or physical education-to a number of classes. A small
but growing number of teachers instruct multilevel classrooms,
with students at several different learning levels.
Middle 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 instruct and train students to work in a wide
variety of fields, such as health care, 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. (special education
teachers-who instruct elementary and secondary school
students who have a variety of disabilities-are 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.
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, American students can communicate with
students in other countries. Students also use the Internet
for individual research projects and information gathering.
Computers are used in other classroom activities as
well, from helping students solve 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 many parts of the country,
it is important for teachers to establish rapport 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 student 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 student's performance
and potential, and increasingly are asked to use new
assessment methods. For example, teachers may examine
a portfolio of a student's artwork or writing to judge
the student's overall progress. They then can provide
additional assistance in areas where a student needs
help. Teachers also grade papers, prepare report cards,
and meet with parents and school staff to discuss a
student's academic progress or personal problems.
In addition to classroom activities,
teachers oversee study halls and homerooms, supervise
extracurricular activities, and accompany students on
field trips. They identify physical or mental problems
and refer students to the proper resource or agency
for diagnosis and treatment. 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, has gained popularity. In many
schools, teachers are increasingly involved in making
decisions regarding the budget, personnel, textbook
choices, curriculum design, and teaching methods.
Working Conditions -
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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 when
dealing with large classes, students from disadvantaged
or multicultural backgrounds, and heavy workloads. Schools,
particularly in inner cities, may be run down and lack
the amenities of schools in wealthier communities.
Teachers are sometimes isolated from
their colleagues because they work alone in a classroom
of students. However, some schools are allowing 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
other 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 day care
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 - BACK
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Teachers held about 3.8 million jobs in 2000. Of those,
about 1.5 million were elementary school teachers, 1.1
million were secondary school, 590,000 were middle school,
423,000 were preschool, and 175,000 were kindergarten
teachers. Approximately 15 percent of elementary, middle,
and secondary school teachers work for private schools.
Preschool facilities are often located in schools, religious
institutions, and workplaces in which employers provide
day care for their employees' children. Employment of
teachers is distributed geographically, much the same
as the population.
Training, Other Qualifications, and Advancement
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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 nursery
school 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 bachelor's 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. About one-third of the States also
require technology training as part of the teacher certification
process. A number of States require specific minimum
grade point averages for teacher licensure. Other States
require teachers to obtain a master's degree in education,
which involves at least 1 year of additional coursework
beyond the bachelor's degree, with a specialization
in a particular subject.
Almost all States require applicants
for teacher licensure to be tested for competency in
basic skills such as reading, writing, teaching, and
subject matter proficiency. Most States require continuing
education for renewal of the teacher's license. Many
States have reciprocity agreements that make it easier
for teachers licensed in one State to become licensed
in another.
Increasingly, States are moving towards
implementing performance-based standards for licensure,
which require passing a rigorous comprehensive teaching
examination to obtain a provisional license. Teachers
must then demonstrate satisfactory teaching performance
over an extended period to obtain a full license.
Many States offer alternative teacher
licensure programs for people who have bachelor's degrees
in the subject they will teach, but lack the necessary
education courses required for a regular license. Alternative
licensure programs originally were designed to ease
teacher shortages in certain subjects, such as mathematics
and science. The programs have expanded to attract other
people into teaching, including recent college graduates
and mid-career changers. 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. Under other
programs, college graduates who do not meet licensure
requirements take only those courses that they lack,
and then become licensed. This may take 1 or 2 semesters
of full-time study. States may issue emergency licenses
to individuals who do not meet requirements for a regular
license when schools cannot attract enough qualified
teachers to fill positions. Teachers who need licensure
may enter programs that grant a master's 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, since knowledge and
experience in a particular field are the most important
criteria for the job, some States will license vocational
education teachers without a bachelor's degree, provided
they can demonstrate expertise in their field.
Licensing requirements for preschool
teachers vary by State. Requirements for public school
teachers are generally higher than those for private
preschool teachers. Some States require a bachelor's
degree in early childhood education and others require
an associate degree, while others may require certification
by a nationally recognized authority. The Child Development
Associate (CDA) credential is the most common type of
certification. It requires a mix of classroom training
and experience working with children, along with an
independent assessment of an individual's competence.
For several years, the National Board
for Professional Teaching Standards has offered voluntary
national certification for teachers in kindergarten
through grade 12. To become nationally certified, 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 1 of 7 areas.
These areas are based on the age of the students and,
in some cases, subject area. For example, teachers may
obtain a certificate for teaching English language arts
to early adolescents (ages 11-15), 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 national certification. Benefits typically include
higher salaries and reimbursement for continuing education
and certification fees. Additionally, 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 500
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 courses-designed specifically for those preparing
to teach-in 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 either major in the subject they plan
to teach while also taking education courses, or major
in education and take subject courses. Teacher education
programs are now required to include classes in the
use of computers and other technologies to maintain
accreditation. Most programs require students to perform
a student teaching internship.
Many States now offer professional development
schools, which are partnerships between universities
and elementary or secondary schools. Students enter
these 1-year programs after completion of their bachelor's
degree. Professional development schools merge theory
with practice and allow the student to experience a
year of teaching first-hand, with 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 their educational and emotional
needs. Teachers must be able to recognize and respond
to individual 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 teaching staff,
support staff, parents, and other members of the community.
With additional preparation, teachers
may move into positions as school librarians, reading
specialists, curriculum specialists, or guidance counselors.
Teachers in kindergarten through grade 12 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,
then to lead teacher-who may be responsible for instruction
of several classes-and finally to director of the center.
A master's degree is often required to become a director.
Preschool teachers with a bachelor's degree often are
also qualified to teach kindergarten through grade 3.
Teaching at these higher grades often results in higher
pay.
Job Outlook - BACK
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Job opportunities for teachers over the next 10 years
should be excellent, attributable mostly to the large
number of teachers expected to retire. Although employment
of preschool, kindergarten, elementary, middle, and
secondary school teachers is expected to increase about
as fast as the average for all occupations, a large
proportion will be eligible to retire by 2010, creating
many vacancies, particularly at the secondary school
level. Intense competition for good teachers is already
under way among employers in many locations, with schools
luring teachers from other States and districts with
bonuses and higher pay.
Overall enrollments through 2010, a
key factor in the demand for teachers, are projected
to rise slowly, resulting in average employment growth
for all teachers from preschool to secondary grades.
However, projected enrollments vary by region. States
in the South and West-particularly California, Texas,
Arizona, and Georgia-will experience large enrollment
increases, while States in the Northeast and Midwest
may experience declines. Projected enrollments also
differ by grade, with enrollments rising moderately
in grades 9 through 12, while remaining fairly steady
for all other grades over the 2000-10 period.
The job market for teachers also continues
to vary by school location and by subject specialty.
Many inner cities-often characterized by overcrowded,
ill-equipped schools and higher than average poverty
rates-and rural areas-characterized by their remote
location and relatively low salaries-have difficulty
attracting 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 areas-mathematics,
science (especially chemistry and physics), bilingual
education, foreign languages, and computer science.
Specialties that currently 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, especially in California and Florida,
which have large Spanish-speaking student populations,
creating demand for bilingual teachers and those who
teach English as a second language.
The number of teachers employed also
is dependent on State and local expenditures for education
and 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 implementation
nationwide has been limited. Additional teachers, particularly
preschool and early elementary school teachers, will
be needed if States or localities implement any of these
measures. Because of a shortage of teachers in certain
locations and in anticipation of the loss of a number
of teachers to retirement, many States are implementing
policies that will encourage more students to become
teachers. Some are giving large signing bonuses that
are distributed over the teacher's first few years of
teaching. Some are expanding State scholarships; issuing
loans for moving expenses; and implementing loan-forgiveness
programs, allowing education majors with at least a
B average to receive State-paid tuition so long as they
agree to teach in the State for 4 years.
The supply of teachers also is expected
to increase in response to reports of improved job prospects,
more teacher involvement in school policy, and greater
public interest in education. In recent years, the total
number of bachelor's and master's degrees granted in
education has steadily increased. In addition, more
teachers will be drawn from a reserve pool of career
changers, substitute teachers, and teachers completing
alternative certification programs, relocating to different
schools, and re-entering the workforce.
Earnings - BACK
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Median annual earnings of kindergarten,
elementary, middle, and secondary school teachers ranged
from $37,610 to $42,080 in 2000; the lowest 10 percent
earned $23,320 to $28,460; the top 10 percent earned
$57,590 to $64,920. Median earnings for preschool teachers
were $17,810.
According to the American Federation
of Teachers, beginning teachers with a bachelor's degree
earned an average of $27,989 in the 1999-2000 school
year. The estimated average salary of all public elementary
and secondary school teachers in the 1999-2000 school
year was $41,820. Private school teachers generally
earn less than public school teachers.
In 1999, more than half of all public
school teachers belonged to unions-mainly the American
Federation of Teachers and the National Education Association-that
bargain with school systems over wages, hours, and the
terms and conditions of employment.
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 master's degree
or national certification often results in a raise in
pay, as does acting as a mentor teacher. Some teachers
earn extra income during the summer teaching summer
school or performing other jobs in the school system.
Related Occupations
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Preschool, kindergarten, elementary, middle, 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 teachers-postsecondary; counselors; teacher
assistants; education administrators; librarians; childcare
workers; public relations specialists; social workers;
and athletes, coaches, umpires, and related workers.
Sources of Additional Information-
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Disclaimer:Links to non-BLS Internet
sites are provided for your convenience and do not constitute
an endorsement.
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:
Recruiting New Teachers, Inc., 385 Concord
Ave., Suite 103, Belmont, MA 02478.
Internet: http://www.rnt.org
This organization also sponsors another Internet site
that provides helpful information on becoming a teacher:
http://www.recruitingteachers.org
Information on teachers' unions and
education-related issues may be obtained from:
American Federation of Teachers, 555
New Jersey Ave. NW., Washington, DC 20001.
Internet: http://www.aft.org
National Education Association, 1201 16th St. NW., Washington,
DC 20036.
Internet: http://www.nea.org
A list of institutions with accredited teacher education
programs can be obtained from:
National Council for Accreditation of
Teacher Education, 2010 Massachusetts Ave. NW., Suite
500, Washington, DC 20036.
Internet: http://www.ncate.org
For information on careers in educating children and
issues affecting preschool teachers, contact:
National Association for the Education
of Young Children, 1509 16th St. NW., Washington, DC
20036.
Internet: http://www.naeyc.org
Association for Childhood Education International, 17904
Georgia Ave., Suite 215, Olney, MD 20832-2277.
Internet: http://www.acei.org
For eligibility requirements and a description of the
Child Development Associate credential, contact:
Council for Early Childhood Professional
Recognition, 2460 16th St. NW., Washington, DC 20009.
Internet: http://www.cdacouncil.org
Selected industries employing teachers-preschool, kindergarten,
elementary, middle, and secondary that appear in the
2002-03
Career Guide to Industries:
Child-care services
Educational services
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