The U.S. Department of Labor has developed an automated occupational information database, O*NET, that identifies and describes work content, work skills, and training requirements for all jobs across the country in all sectors of the economy. Much of the occupational information contained in this report is derived directly from O*NET v3.1, and supplemented with information from the Bureau of Labor Statistics, Census Bureau, and Labor Market and Career Information.
OCCUPATION OVERVIEW
Job Description
Kindergarten Teachers, Except Special Education - Teach elemental natural and social science, personal hygiene, music, art, and literature to children from 4 to 6 years old. Promote physical, mental, and social development. May be required to hold State certification.
Use of Advanced Technology
Every occupation includes some relationship between job duties and the use of advanced technology -- defined as work activities and environments that incorporate complex electronics as found in computers, lasers, robotics, digital devices, satellites, etc. While basic computer skills such as "keyboarding" apply to an increasing number of occupations, each has different levels of technology interface. Kindergarten Teachers, Except Special Education is classified as an occupation whose job duties involve occasional use of technology.
Nature of the Work
Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn and apply concepts in subjects such as science, mathematics, or English. They utilize “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 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 a major stimulus generating 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 children’s 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 by kindergarten teachers, but academics begin to take priority in kindergarten classrooms. Letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level, are taught primarily in kindergarten.
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 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 follow-ups with students after graduation.
Computers play an integral role in the education teachers provide. Resources such as educational software and the Internet expose students to a vast range of experiences and promote interactive learning. Through the Internet, students can communicate with other students anywhere in the world, allowing them to share experiences and differing viewpoints. 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 students’ 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 in order to judge the student’s 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 student’s 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.
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 a major stimulus generating 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 children’s 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 by kindergarten teachers, but academics begin to take priority in kindergarten classrooms. Letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level, are taught primarily in kindergarten.
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 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 follow-ups with students after graduation.
Computers play an integral role in the education teachers provide. Resources such as educational software and the Internet expose students to a vast range of experiences and promote interactive learning. Through the Internet, students can communicate with other students anywhere in the world, allowing them to share experiences and differing viewpoints. 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 students’ 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 in order to judge the student’s 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 student’s 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
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, heavy workloads, or old schools that are run down and lack many modern amenities. 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. Many teachers, particularly in public schools, are also frustrated by the lack of control they have over what they are required to teach.
Teachers in private schools generally enjoy smaller class sizes and more control over establishing the curriculum and setting standards for performance and discipline. Their students also tend to be more motivated, since private schools can be selective in their admissions processes.
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 day care settings often work year round.
Most States have tenure laws that prevent public school 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.
Teachers in private schools generally enjoy smaller class sizes and more control over establishing the curriculum and setting standards for performance and discipline. Their students also tend to be more motivated, since private schools can be selective in their admissions processes.
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 day care settings often work year round.
Most States have tenure laws that prevent public school 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.
Job Tasks
Listed below is a summary list of job tasks often performed by Kindergarten Teachers, Except Special Education. The list is not all-inclusive and job tasks and responsibilities will vary among employers.
<1> Teaches elemental science, personal hygiene, and humanities to children to promote physical, mental, and social development.
<2> Encourages students in activities, such as singing, dancing, and rhythmic activities, to promote self- expression and appreciation of esthetic experience.
<3> Observes children to detect signs of ill health or emotional disturbance, and to evaluate progress.
<4> Instructs children in practices of personal cleanliness and self care.
<5> Alternates periods of strenuous activity with periods of rest or light activity to avoid over stimulation and fatigue.
<6> Discusses student problems and progress with parents.
<7> Organizes and conducts games and group projects to develop cooperative behavior and assist children in forming satisfying relationships.
<8> Supervises student activities, such as field visits, to stimulate student interest and broaden understanding of physical and social environment.
<1> Teaches elemental science, personal hygiene, and humanities to children to promote physical, mental, and social development.
<2> Encourages students in activities, such as singing, dancing, and rhythmic activities, to promote self- expression and appreciation of esthetic experience.
<3> Observes children to detect signs of ill health or emotional disturbance, and to evaluate progress.
<4> Instructs children in practices of personal cleanliness and self care.
<5> Alternates periods of strenuous activity with periods of rest or light activity to avoid over stimulation and fatigue.
<6> Discusses student problems and progress with parents.
<7> Organizes and conducts games and group projects to develop cooperative behavior and assist children in forming satisfying relationships.
<8> Supervises student activities, such as field visits, to stimulate student interest and broaden understanding of physical and social environment.
EMPLOYMENT OUTLOOK
Industry Employment Patterns
These industries, as defined under the North American Industry Classification System (NAICS) taxonomy, employ Kindergarten Teachers, Except Special Education. The NAICS, developed jointly by the U.S., Canada, and Mexico, replaces the former U.S. Standard Industrial Classification (SIC) system. The industry order represents the employment distribution of this occupation relative to the top industries in which the occupation is found, from greatest to least percentage.
NAICS 6111 Elementary and Secondary Schools
NAICS 6244 Child Day Care Services
NAICS 6111 Elementary and Secondary Schools
NAICS 6244 Child Day Care Services
Texas Labor Market Information
The Texas statewide average hourly wage for the survey year 2006 for Kindergarten Teachers, Except Special Education was $19.96. This can be compared to the average wage rate for all occupations in Texas of $17.49 per hour, and nationally $18.84 per hour. Actual wages for any particular job within this occupation may vary depending on job responsibilities, degree of unionization, region of the state, and industry attachment.
In 2004, national employment was 170,565, while the current employment figure for the state of Texas for this occupation was 13,237. The most recent statewide forecast, available through the Texas Workforce Commission/LMCI, include a projection to the year 2014 of 19,039. Based on this projection, employment is expected to increase by 43.80%. This projection, along with openings due to turnover, translates into an average annual job openings estimate of 745 through the year 2014.
Certain career information, such as the labor market information in this section, is not available for O*NET-coded occupations. Instead, this narrative uses the data for the closest SOC-coded occupation, in this case SOC 25-2012, Kindergarten Teachers, Except Special Education.
In 2004, national employment was 170,565, while the current employment figure for the state of Texas for this occupation was 13,237. The most recent statewide forecast, available through the Texas Workforce Commission/LMCI, include a projection to the year 2014 of 19,039. Based on this projection, employment is expected to increase by 43.80%. This projection, along with openings due to turnover, translates into an average annual job openings estimate of 745 through the year 2014.
Certain career information, such as the labor market information in this section, is not available for O*NET-coded occupations. Instead, this narrative uses the data for the closest SOC-coded occupation, in this case SOC 25-2012, Kindergarten Teachers, Except Special Education.
Additional Labor Market Information
In general, this occupation has a very low turnover rate. Lower than average turnover rates most often indicate jobs which require more occupationally-specific skills, significant investment in training of the worker by the employer, and have established career ladders.
The Bureau of Labor Statistics has calculated the average age and median years of tenure for persons in specific occupations in the United States. These tenure data are useful for career path planning, understanding turnover, job satisfaction, and stability in the labor market for specific occupations. The average age of workers in this occupation was 37.2 years old in 1998, compared to 38.0 years for all occupations in this country. Persons employed in this occupation had a median of 4.5 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations.
In general, median tenure is higher for occupations which are slow growing or declining. A major exception tends to be occupations which require significant educational requirements. Newer or faster growing occupations tend to have lower average tenure since they are attracting new workers, constantly lowering the rate. Low occupational tenure may also identify jobs with poor pay or working conditions and lower educational requirements. This occupation also had a median of 3.8 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. Longer employer tenure tends to represent higher levels of worker satisfaction, a stable economy or otherwise stronger relationship between worker and job.
According to the 2000 Census, this occupation is typically female-dominated in the United States with 98.4% being female. Also, 31.0% of persons employed in this occupation are non-whites.
The Bureau of Labor Statistics has calculated the average age and median years of tenure for persons in specific occupations in the United States. These tenure data are useful for career path planning, understanding turnover, job satisfaction, and stability in the labor market for specific occupations. The average age of workers in this occupation was 37.2 years old in 1998, compared to 38.0 years for all occupations in this country. Persons employed in this occupation had a median of 4.5 years of continuous employment in the same occupation, compared to 5.4 years nationwide for all occupations.
In general, median tenure is higher for occupations which are slow growing or declining. A major exception tends to be occupations which require significant educational requirements. Newer or faster growing occupations tend to have lower average tenure since they are attracting new workers, constantly lowering the rate. Low occupational tenure may also identify jobs with poor pay or working conditions and lower educational requirements. This occupation also had a median of 3.8 years of continuous employment with the same employer versus 4.7 years for all occupations nationally. Longer employer tenure tends to represent higher levels of worker satisfaction, a stable economy or otherwise stronger relationship between worker and job.
According to the 2000 Census, this occupation is typically female-dominated in the United States with 98.4% being female. Also, 31.0% of persons employed in this occupation are non-whites.
KNOWLEDGE, SKILLS, ABILITIES AND INTERESTS
Every person has unique characteristics, interests, and styles that influence his or her capacity to learn, as well as their willingness to do various kinds of activities. Studies have shown that these same characteristics can also be used to better predict a person's job satisfaction and success. While no job selection process can guarantee job success or satisfaction, by identifying these unique personal characteristics and matching them with jobs requiring similar performance attributes, a worker will have a better chance of selecting satisfying occupations. O*NET has identified these unique characteristics as Abilities, Interests, and Work Importance Values. Variables within these characteristics are rated on the importance of the variable to successful performance in an occupation using the following descriptors: Not Important, Somewhat Important, Important, Very Important, and Extremely Important.
Knowledge
Although most occupations require occupationally-specific training, knowledge of concepts and principles in other subject areas may be helpful or even necessary for successful performance in an occupation. Knowledge, for the purpose of this report, is defined as an organized set of facts and principles related to a specific subject area, but used in other occupational areas. Knowledge is rated on various levels of importance in the following subject areas for Kindergarten Teachers, Except Special Education to be effective on the job.
Business and management knowledge is considered very important to this occupation. This includes information related to business administration and accounting, human and material resource management in organizations, sales and marketing, economics, and office information and organizing systems. Manufacturing and production knowledge is considered not important to this occupation. This includes information related to the production, processing, storage, and distribution of manufactured and agricultural goods. Engineering and technology knowledge is considered somewhat important to this occupation. This includes information related to the design, development, and application of technology for specific purposes.
Math and science knowledge is considered very important to this occupation. This includes information related to the history, theories, methods, and applications of the physical, biological, social, mathematical, and geographical sciences. Health knowledge is considered important to this occupation. This includes the information related to diagnosing, curing, and preventing disease, and improving and preserving physical and mental health and well- being. Education and training knowledge is considered extremely important to this occupation. This includes the information related to curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles.
Arts and humanities knowledge is considered very important to this occupation. This includes information related to the branches of learning concerned with human thought, language, and the arts. Law and public safety knowledge is considered important to this occupation. This includes the information related to the regulations and methods for maintaining people and property free from danger, injury, or damage; the rules of public conduct established and enforced by legislation, and the political process establishing such rules.
Communications knowledge is considered important to this occupation. This includes the information related to the science and art of delivering information. Transportation knowledge is considered somewhat important to this occupation. This includes the information related to the principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations.
Important knowledges for Kindergarten Teachers, Except Special Education include:
ARTS & HUMANITIES
* English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
* Fine Arts -- Knowledge of theory and techniques required to produce, compose, and perform works of music, dance, visual arts, drama, and sculpture
BUSINESS & MANAGEMENT
* Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
EDUCATION AND TRAINING
* Education and Training -- Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
MATHEMATICS & SCIENCE
* Psychology -- Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Business and management knowledge is considered very important to this occupation. This includes information related to business administration and accounting, human and material resource management in organizations, sales and marketing, economics, and office information and organizing systems. Manufacturing and production knowledge is considered not important to this occupation. This includes information related to the production, processing, storage, and distribution of manufactured and agricultural goods. Engineering and technology knowledge is considered somewhat important to this occupation. This includes information related to the design, development, and application of technology for specific purposes.
Math and science knowledge is considered very important to this occupation. This includes information related to the history, theories, methods, and applications of the physical, biological, social, mathematical, and geographical sciences. Health knowledge is considered important to this occupation. This includes the information related to diagnosing, curing, and preventing disease, and improving and preserving physical and mental health and well- being. Education and training knowledge is considered extremely important to this occupation. This includes the information related to curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles.
Arts and humanities knowledge is considered very important to this occupation. This includes information related to the branches of learning concerned with human thought, language, and the arts. Law and public safety knowledge is considered important to this occupation. This includes the information related to the regulations and methods for maintaining people and property free from danger, injury, or damage; the rules of public conduct established and enforced by legislation, and the political process establishing such rules.
Communications knowledge is considered important to this occupation. This includes the information related to the science and art of delivering information. Transportation knowledge is considered somewhat important to this occupation. This includes the information related to the principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations.
Important knowledges for Kindergarten Teachers, Except Special Education include:
ARTS & HUMANITIES
* English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
* Fine Arts -- Knowledge of theory and techniques required to produce, compose, and perform works of music, dance, visual arts, drama, and sculpture
BUSINESS & MANAGEMENT
* Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
EDUCATION AND TRAINING
* Education and Training -- Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
MATHEMATICS & SCIENCE
* Psychology -- Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Skills
Today's employers are looking for individuals with workplace skills which go beyond good basic academic skills of reading, writing, and computation. Employers want workers who can efficiently apply new knowledge and skills to job duties and tasks. According to the Secretary's Commission On Achieving Necessary Skills (SCANS), a study commissioned by the Secretary of the U.S. Department of Labor, several core skills are essential for job-readiness in the current economic environment. These skills are divided into a Three-Part Foundation and Five Competencies.
The Three-Part Foundation includes Basic skills (reading, writing, mathematics, listening, speaking), Thinking skills (creative thinking, decision making, problem solving, knowing how to learn, reasoning), and Personal qualitites (responsibility, self-esteem, sociability, self-management). The Five Competencies include skills in the Technology, Resources, Interpersonal, Information, and Systems areas. In keeping with the findings of the SCANS report, these same skills are also addressed in O*NET.
In the SCANS study, employers expressed the importance of the Basic Foundation skills of reading, writing, mathematics, listening, and speaking. O*NET also cites these skills as a part of worker preparation. For Kindergarten Teachers, Except Special Education, O*NET rates Basic skills as extremely important. Another Foundational attribute that employers identified in the SCANS study is Personal qualities. This includes self-management, integrity, self-esteem, sociability, and responsibility. This is similar to two variables in O*NET: Social skills and Interacting with Others (discussed later in this report under Work Activities). Social skills for this occupation is rated as extremely important for effective job performance.
The third Foundation skill cited by employers in the SCANS study is Thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn, and reasoning. These same skills are addressed in the O*NET database under the variable of Complex Problem Solving Skills. For Kindergarten Teachers, Except Special Education, this skill is considered very important.
The SCANS Study also addressed five areas in which workers need to demonstrate competence. Being able to work with a variety of Technologies was identified as one of the five SCANS Competencies. More specifically, workers need to have the knowledge to select and apply procedures, tools or equipment to work-related situations, as well as maintain and troubleshoot if the need arises. Technical skills is also addressed in the O*NET database. Having an knowledge of technology is considered important for persons in this occupation. The second competency listed in the SCANS study addresses handling Resources. Workers need to be able to plan, organize, identify, and allocate resources such as time, money, materials/facilities, and people. Competence in this area is rated important for Kindergarten Teachers, Except Special Education by O*NET.
A third area of competence identified in the SCANS report is Systems skills. Knowledge and understanding of social, organizational, and technical systems is becoming increasingly important for today's worker. Systems skills is considered very important for this occupation by O*NET. The fourth competency cited in the SCANS report is the ability to acquire, organize, interpret, and communicate Information. This worker attribute is a combination of Information Input and Mental Processes discussed by O*NET under Work Activities below. The last competency presented in the SCANS study is a worker's Interpersonal ability. This attribute is also addressed by O*NET within the Work Activities section.
Important skills for Kindergarten Teachers, Except Special Education include:
BASIC SKILLS
* Active Listening -- Listening to what other people are saying and asking questions as appropriate
* Learning Strategies -- Using multiple approaches when learning or teaching new things
* Speaking -- Talking to others to effectively convey information
RESOURCE MANAGEMENT SKILLS
* Time Management -- Managing one's own time and the time of others
SOCIAL SKILLS
* Instructing -- Teaching others how to do something
* Service Orientation -- Actively looking for ways to help people
* Social Perceptiveness -- Being aware of others' reactions and understanding why they react the way they do
The Three-Part Foundation includes Basic skills (reading, writing, mathematics, listening, speaking), Thinking skills (creative thinking, decision making, problem solving, knowing how to learn, reasoning), and Personal qualitites (responsibility, self-esteem, sociability, self-management). The Five Competencies include skills in the Technology, Resources, Interpersonal, Information, and Systems areas. In keeping with the findings of the SCANS report, these same skills are also addressed in O*NET.
In the SCANS study, employers expressed the importance of the Basic Foundation skills of reading, writing, mathematics, listening, and speaking. O*NET also cites these skills as a part of worker preparation. For Kindergarten Teachers, Except Special Education, O*NET rates Basic skills as extremely important. Another Foundational attribute that employers identified in the SCANS study is Personal qualities. This includes self-management, integrity, self-esteem, sociability, and responsibility. This is similar to two variables in O*NET: Social skills and Interacting with Others (discussed later in this report under Work Activities). Social skills for this occupation is rated as extremely important for effective job performance.
The third Foundation skill cited by employers in the SCANS study is Thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn, and reasoning. These same skills are addressed in the O*NET database under the variable of Complex Problem Solving Skills. For Kindergarten Teachers, Except Special Education, this skill is considered very important.
The SCANS Study also addressed five areas in which workers need to demonstrate competence. Being able to work with a variety of Technologies was identified as one of the five SCANS Competencies. More specifically, workers need to have the knowledge to select and apply procedures, tools or equipment to work-related situations, as well as maintain and troubleshoot if the need arises. Technical skills is also addressed in the O*NET database. Having an knowledge of technology is considered important for persons in this occupation. The second competency listed in the SCANS study addresses handling Resources. Workers need to be able to plan, organize, identify, and allocate resources such as time, money, materials/facilities, and people. Competence in this area is rated important for Kindergarten Teachers, Except Special Education by O*NET.
A third area of competence identified in the SCANS report is Systems skills. Knowledge and understanding of social, organizational, and technical systems is becoming increasingly important for today's worker. Systems skills is considered very important for this occupation by O*NET. The fourth competency cited in the SCANS report is the ability to acquire, organize, interpret, and communicate Information. This worker attribute is a combination of Information Input and Mental Processes discussed by O*NET under Work Activities below. The last competency presented in the SCANS study is a worker's Interpersonal ability. This attribute is also addressed by O*NET within the Work Activities section.
Important skills for Kindergarten Teachers, Except Special Education include:
BASIC SKILLS
* Active Listening -- Listening to what other people are saying and asking questions as appropriate
* Learning Strategies -- Using multiple approaches when learning or teaching new things
* Speaking -- Talking to others to effectively convey information
RESOURCE MANAGEMENT SKILLS
* Time Management -- Managing one's own time and the time of others
SOCIAL SKILLS
* Instructing -- Teaching others how to do something
* Service Orientation -- Actively looking for ways to help people
* Social Perceptiveness -- Being aware of others' reactions and understanding why they react the way they do
Abilities
Abilities are defined as enduring attributes of a person that influence performance. Abilities can be divided into four categories: Analytical (those abilities that use the mind for thinking and reasoning); Psychomotor (those abilities that coordinate the use of the mind and the body); Physical (those abilities that use body strength and/or endurance); and Sensory (those abilities that influence visual, auditory, and speech perception).
Analytical abilities are those abilities that influence how a person acquires and applies knowledge in problem solving. Six variables make up the analytical abilities group. One of these variables, verbal ability, influences how a person acquires and applies written and spoken information in problem solving. Verbal ability is considered extremely important for successful job performance for this occupation. A second variable, idea generation and reasoning ability, influences how a person applies and manipulates information in problem solving, and is rated as very important for Kindergarten Teachers, Except Special Education to be effective in their job.
Quantitative ability, a third variable, influences how a person solves problems involving mathematical relationships. Quantitative ability for persons in this occupation is considered important for successful job performance. A fourth variable, memory, relates to a person's ability to recall available information. This ability is regarded as very important for workers in this occupation to perform at an acceptable level in their normal job duties. Perceptual ability, a fifth variable, refers to a person's ability to acquire and organize visual information as it relates to job activities. It is considered important to effective performance for this occupation.
Spatial ability, a sixth analytical variable, relates to the importance of a person's ability to manipulate and organize spatial information in performing job-related duties. It was determined that spatial ability is important to successful job performance for Kindergarten Teachers, Except Special Education. The last analytical variable is attentiveness. Attentiveness relates to a worker's ability to apply attention and concentrate on a specific task or duty over a period of time. This ability is regarded as important to successful performance for workers in this occupation.
Psychomotor abilities are those abilities that affect a person's capacity to manipulate and control objects. Fine manipulative ability, one variable within the psychomotor category, relates to the manipulation of objects with the hands while performing job-related activities. This variable is rated as somewhat important for effective job performance. A second variable within the psychomotor group, control movement ability, relates to the importance of the ability to control and manipulate objects in time and space. This ability is considered important for acceptable job performance for Kindergarten Teachers, Except Special Education. The last psychomotor variable, reaction time and speed ability, refers to a worker's ability to quickly and accurately manipulate objects in job-related activities. This variable is regarded as somewhat important for persons in this occupation to perform their jobs effectively.
Physical abilities are those abilities that influence strength, endurance, flexibility, balance, and coordination. Strength, one of the physical ability variables, refers to a person's capacity to exert force. Physical strength for Kindergarten Teachers, Except Special Education is considered important to be effective in this occupation. Endurance, another physical ability, is related to a worker's ability to exert him or herself physically over long periods of time without getting out of breath. This ability is rated as somewhat important to successful job performance for workers in this occupation. The last physical ability variable is flexibility, balance, and coordination. This variable refers to the need of the worker in this occupation to have control over total body movements. For Kindergarten Teachers, Except Special Education, this capacity is rated as somewhat important for effective job performance.
Sensory abilities is the last group of variables within the Abilities category and is defined as abilities that influence visual, auditory, and speech perception. The first variable within the sensory abilities category is visual. Visual ability refers to a worker's ability to see objects under various conditions, such as seeing detail at close or far range or in dim or bright light; detecting differences between colors, including shades and brightness; and judging distance between several objects or judging the distance between an object and the observer. For this occupation, visual ability is considered very important for acceptable job performance.
The second sensory variable relates to auditory and speech ability. This variable refers to a person's ability to tell the difference in pitch and loudness of multiple sounds; to tell the direction from which a sound originated; and to identify and understand the speech of another person. This ability is considered very important to successful job performance for Kindergarten Teachers, Except Special Education.
Important abilities for Kindergarten Teachers, Except Special Education include:
AUDITORY & SPEECH ABILITIES
* Speech Clarity -- The ability to speak clearly so that it is understandable to a listener
IDEA GENERATION & REASONING ABILITIES
* Fluency of Ideas -- The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas.
* Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem
* Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
VERBAL ABILITIES
* Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences
* Oral Expression -- The ability to communicate information and ideas in speaking so others will understand
* Written Comprehension -- The ability to read and understand information and ideas presented in writing
* Written Expression -- The ability to communicate information and ideas in writing so others will understand
Analytical abilities are those abilities that influence how a person acquires and applies knowledge in problem solving. Six variables make up the analytical abilities group. One of these variables, verbal ability, influences how a person acquires and applies written and spoken information in problem solving. Verbal ability is considered extremely important for successful job performance for this occupation. A second variable, idea generation and reasoning ability, influences how a person applies and manipulates information in problem solving, and is rated as very important for Kindergarten Teachers, Except Special Education to be effective in their job.
Quantitative ability, a third variable, influences how a person solves problems involving mathematical relationships. Quantitative ability for persons in this occupation is considered important for successful job performance. A fourth variable, memory, relates to a person's ability to recall available information. This ability is regarded as very important for workers in this occupation to perform at an acceptable level in their normal job duties. Perceptual ability, a fifth variable, refers to a person's ability to acquire and organize visual information as it relates to job activities. It is considered important to effective performance for this occupation.
Spatial ability, a sixth analytical variable, relates to the importance of a person's ability to manipulate and organize spatial information in performing job-related duties. It was determined that spatial ability is important to successful job performance for Kindergarten Teachers, Except Special Education. The last analytical variable is attentiveness. Attentiveness relates to a worker's ability to apply attention and concentrate on a specific task or duty over a period of time. This ability is regarded as important to successful performance for workers in this occupation.
Psychomotor abilities are those abilities that affect a person's capacity to manipulate and control objects. Fine manipulative ability, one variable within the psychomotor category, relates to the manipulation of objects with the hands while performing job-related activities. This variable is rated as somewhat important for effective job performance. A second variable within the psychomotor group, control movement ability, relates to the importance of the ability to control and manipulate objects in time and space. This ability is considered important for acceptable job performance for Kindergarten Teachers, Except Special Education. The last psychomotor variable, reaction time and speed ability, refers to a worker's ability to quickly and accurately manipulate objects in job-related activities. This variable is regarded as somewhat important for persons in this occupation to perform their jobs effectively.
Physical abilities are those abilities that influence strength, endurance, flexibility, balance, and coordination. Strength, one of the physical ability variables, refers to a person's capacity to exert force. Physical strength for Kindergarten Teachers, Except Special Education is considered important to be effective in this occupation. Endurance, another physical ability, is related to a worker's ability to exert him or herself physically over long periods of time without getting out of breath. This ability is rated as somewhat important to successful job performance for workers in this occupation. The last physical ability variable is flexibility, balance, and coordination. This variable refers to the need of the worker in this occupation to have control over total body movements. For Kindergarten Teachers, Except Special Education, this capacity is rated as somewhat important for effective job performance.
Sensory abilities is the last group of variables within the Abilities category and is defined as abilities that influence visual, auditory, and speech perception. The first variable within the sensory abilities category is visual. Visual ability refers to a worker's ability to see objects under various conditions, such as seeing detail at close or far range or in dim or bright light; detecting differences between colors, including shades and brightness; and judging distance between several objects or judging the distance between an object and the observer. For this occupation, visual ability is considered very important for acceptable job performance.
The second sensory variable relates to auditory and speech ability. This variable refers to a person's ability to tell the difference in pitch and loudness of multiple sounds; to tell the direction from which a sound originated; and to identify and understand the speech of another person. This ability is considered very important to successful job performance for Kindergarten Teachers, Except Special Education.
Important abilities for Kindergarten Teachers, Except Special Education include:
AUDITORY & SPEECH ABILITIES
* Speech Clarity -- The ability to speak clearly so that it is understandable to a listener
IDEA GENERATION & REASONING ABILITIES
* Fluency of Ideas -- The ability to come up with a number of ideas about a given topic. It concerns the number of ideas produced and not the quality, correctness, or creativity of the ideas.
* Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem
* Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
VERBAL ABILITIES
* Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences
* Oral Expression -- The ability to communicate information and ideas in speaking so others will understand
* Written Comprehension -- The ability to read and understand information and ideas presented in writing
* Written Expression -- The ability to communicate information and ideas in writing so others will understand
Work Activities
Generalized Work Activities are those similar job activities and behaviors that exist in a wide range of occupations. They can be very useful in predicting a person's potential success in a new occupation. By identifying the level in which a person successfully performs an activity in one job, it is likely that he/she will successfully perform a similar activity at the same level in a different job.
Information input activities are the activities related to where and how information and data needed to perform a job are obtained. For Kindergarten Teachers, Except Special Education, Information input is considered extremely important to successful job performance. Another work activity somewhat related to how a person uses information once it has been obtained is Mental processes. More specifically, Mental processes refers to the activities associated with processing, planning, problem-solving, and decision-making with job-relevant information. This activity is very important for Kindergarten Teachers, Except Special Education.
Many occupations involve the use of tools, equipment, machinery, and/or vehicles. The variable associated with this aspect of a job is Work output. For Kindergarten Teachers, Except Special Education, O*NET rates Work output as very important. The final activity in which a worker may be involved is Interacting with Others. This includes communicating with other workers within an organization as well as with persons outside of the organization. Activities may include selling, negotiating, teaching, supervising, monitoring, or other forms of interaction. Interacting activities are considered extremely important for Kindergarten Teachers, Except Special Education for successful job performance.
Important work activities for Kindergarten Teachers, Except Special Education include:
INFORMATION INPUT
* Getting Information Needed to Do the Job -- Observing, receiving, and otherwise obtaining information from all relevant sources.
* Monitor Processes, Material,Surroundings -- Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished.
INTERACTING WITH OTHERS
* Assisting and Caring for Others -- Providing assistance or personal care to others.
* Communicating With Persons Outside Org. -- Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
* Establishing & Maintaining Relationships -- Developing constructive and cooperative working relationships with others.
* Interpreting Meaning of Info. to Others -- Translating or explaining what information means and how it can be understood or used to support responses or feedback to others.
* Performing for/Working With Public -- Performing for people or dealing directly with the public, including serving persons in restaurants and stores, and receiving clients or guests.
* Resolving Conflict,Negotiating w/ Others -- Handling complaints, arbitrating disputes, and resolving grievances, or otherwise negotiating with others.
* Teaching Others -- Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
MENTAL PROCESSES
* Developing Objectives and Strategies -- Establishing long range objectives and specifying the strategies and actions to achieve these objectives.
* Organizing, Planning, and Prioritizing -- Developing plans to accomplish work, and prioritizing and organizing one's own work.
* Thinking Creatively -- Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
* Updating & Using Job-Relevant Knowledge -- Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.
WORK OUTPUT
* Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic/magnetic recording.
Information input activities are the activities related to where and how information and data needed to perform a job are obtained. For Kindergarten Teachers, Except Special Education, Information input is considered extremely important to successful job performance. Another work activity somewhat related to how a person uses information once it has been obtained is Mental processes. More specifically, Mental processes refers to the activities associated with processing, planning, problem-solving, and decision-making with job-relevant information. This activity is very important for Kindergarten Teachers, Except Special Education.
Many occupations involve the use of tools, equipment, machinery, and/or vehicles. The variable associated with this aspect of a job is Work output. For Kindergarten Teachers, Except Special Education, O*NET rates Work output as very important. The final activity in which a worker may be involved is Interacting with Others. This includes communicating with other workers within an organization as well as with persons outside of the organization. Activities may include selling, negotiating, teaching, supervising, monitoring, or other forms of interaction. Interacting activities are considered extremely important for Kindergarten Teachers, Except Special Education for successful job performance.
Important work activities for Kindergarten Teachers, Except Special Education include:
INFORMATION INPUT
* Getting Information Needed to Do the Job -- Observing, receiving, and otherwise obtaining information from all relevant sources.
* Monitor Processes, Material,Surroundings -- Monitoring and reviewing information from materials, events, or the environment, often to detect problems or to find out when things are finished.
INTERACTING WITH OTHERS
* Assisting and Caring for Others -- Providing assistance or personal care to others.
* Communicating With Persons Outside Org. -- Communicating with persons outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged face-to-face, in writing, or via telephone/electronic transfer.
* Establishing & Maintaining Relationships -- Developing constructive and cooperative working relationships with others.
* Interpreting Meaning of Info. to Others -- Translating or explaining what information means and how it can be understood or used to support responses or feedback to others.
* Performing for/Working With Public -- Performing for people or dealing directly with the public, including serving persons in restaurants and stores, and receiving clients or guests.
* Resolving Conflict,Negotiating w/ Others -- Handling complaints, arbitrating disputes, and resolving grievances, or otherwise negotiating with others.
* Teaching Others -- Identifying educational needs, developing formal training programs or classes, and teaching or instructing others.
MENTAL PROCESSES
* Developing Objectives and Strategies -- Establishing long range objectives and specifying the strategies and actions to achieve these objectives.
* Organizing, Planning, and Prioritizing -- Developing plans to accomplish work, and prioritizing and organizing one's own work.
* Thinking Creatively -- Originating, inventing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
* Updating & Using Job-Relevant Knowledge -- Keeping up-to-date technically and knowing one's own jobs' and related jobs' functions.
WORK OUTPUT
* Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in either written form or by electronic/magnetic recording.
Interests
Another aspect of job satisfaction relates to a worker's personal interests. John Holland, in his publication "Making Vocational Choices: A Theory of Vocational Personalities and Work Environments," theorized that a person's behavior is influenced by the interaction of his/her personality traits and the work environment, and that a person will seek out work environments that allow the greatest chance for expressing their attitudes and values. In his theory, Holland stated that all work places can be categorized primarily into one of six work environments. These are: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. He also theorized that workers have similar personality types. To make the connection between worker and work environment, Holland developed a dictionary assigning personality/work environment types to specific occupations using a coding system.
In describing the coding system, Holland states that no work envrionment or person is entirely one personality type, but rather a combination of several types. The dictionary assigns a three-letter personality code to each occupation. The first letter is the most important - showing the major personality category into which the occupation falls. The second and third letters, in order of importance, provide additional information showing the categories the occupation next most resembles. Thus, by matching a person's personality type to a similar work environment, the individual has a greater chance of making a satisfying occupational choice. For some O*NET occupations only the primary (or primary and secondary) category has been identified.
According to Holland's interest theory, Kindergarten Teachers, Except Special Education are classified primarily as Social. People with Social interests like work activities that assist others and promote learning and personal development. They prefer to communicate more than to work with objects, machines, or data. They like to teach, to give advice, to help, or otherwise be of service to people. The second Holland category is Artistic. People with Artistic interests like work activities that deal with the artistic side of things, such as forms, designs, and patterns. They like self-expression in their work. They prefer settings where work can be done without following a clear set of rules.
The third Holland category is not identified.
In describing the coding system, Holland states that no work envrionment or person is entirely one personality type, but rather a combination of several types. The dictionary assigns a three-letter personality code to each occupation. The first letter is the most important - showing the major personality category into which the occupation falls. The second and third letters, in order of importance, provide additional information showing the categories the occupation next most resembles. Thus, by matching a person's personality type to a similar work environment, the individual has a greater chance of making a satisfying occupational choice. For some O*NET occupations only the primary (or primary and secondary) category has been identified.
According to Holland's interest theory, Kindergarten Teachers, Except Special Education are classified primarily as Social. People with Social interests like work activities that assist others and promote learning and personal development. They prefer to communicate more than to work with objects, machines, or data. They like to teach, to give advice, to help, or otherwise be of service to people. The second Holland category is Artistic. People with Artistic interests like work activities that deal with the artistic side of things, such as forms, designs, and patterns. They like self-expression in their work. They prefer settings where work can be done without following a clear set of rules.
The third Holland category is not identified.
Work Importance Values
Although Work Values are more useful in exploring careers, jobs or training programs, knowing which values are shared by the most people in an occupation may also be informative.
The highest Work Values for Kindergarten Teachers, Except Special Education include:
Independence - The Independence Work Value is associated with jobs where workers are allowed to do things on their own initiative, and where they can make decisions on their own.
Achievement - The Achievement Work Value is associated with jobs that let workers use their best abilities, see the results of their efforts and get the feeling of accomplishment.
The highest Work Values for Kindergarten Teachers, Except Special Education include:
Independence - The Independence Work Value is associated with jobs where workers are allowed to do things on their own initiative, and where they can make decisions on their own.
Achievement - The Achievement Work Value is associated with jobs that let workers use their best abilities, see the results of their efforts and get the feeling of accomplishment.
TRAINING
Preferred Education and Training Duration
The Bureau of Labor Statistics has developed a system of classifying occupations based on the amount of education and training required to be proficient in this occupation. Although for many occupations there often is more than one way to qualify for a job, the education and training requirements listed here best reflect the typical requirements for the occupation and the preferences of most employers.
In order to qualify for the occupation of Kindergarten Teachers, Except Special Education, workers generally are expected to obtain a bachelor's degree. Completion of the degree program generally requires at least 4 years but not more than 5 years of full-time equivalent academic work. However, workers in this occupation may have more or less formal education than is generally required because of an individual's personal choice or because the worker obtained a job during a time when workers in this occupation were in surplus or short supply.
In order to qualify for the occupation of Kindergarten Teachers, Except Special Education, workers generally are expected to obtain a bachelor's degree. Completion of the degree program generally requires at least 4 years but not more than 5 years of full-time equivalent academic work. However, workers in this occupation may have more or less formal education than is generally required because of an individual's personal choice or because the worker obtained a job during a time when workers in this occupation were in surplus or short supply.
Method of Entry/Training
All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools in most States. 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 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. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teachers obtain a master’s degree in education within a specified period after they begin teaching.
Almost all States require applicants for a teacher’s 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. Many school systems are presently moving toward implementing performance-based systems for licensure, which usually require a teacher to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in their subject. 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.
Many States also offer alternative licensure programs for teachers who have a bachelor’s degree in the subject they will teach, but who lack the necessary education courses required for a regular license. Many of these alternative licensure programs are designed to ease shortages of teachers of certain subjects, such as mathematics and science. Other programs provide teachers for urban and rural schools that have difficulty filling positions with teachers from traditional licensure programs. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs 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 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, because knowledge and experience in a particular field are 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. 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 more stringent than those for private preschool teachers. Some States require a bachelor’s degree in early childhood education, while others require an associate’s 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 individual’s competence.
Private schools are generally exempt from meeting State licensing standards. For secondary school teacher jobs, they prefer candidates who have a bachelor’s degree in the subject they intend to teach, or in childhood education for elementary school teachers. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution.
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 teacher education programs across the United States. Graduation from an accredited program is not necessary to become a teacher, but it does make it easier to fulfill licensure requirements. 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 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 schools--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 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 students’ 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, instructional coordinators, 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 teacher--who may be responsible for the instruction of several classes--and, finally, to director of the center. Preschool teachers with a bachelor’s degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay.
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. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teachers obtain a master’s degree in education within a specified period after they begin teaching.
Almost all States require applicants for a teacher’s 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. Many school systems are presently moving toward implementing performance-based systems for licensure, which usually require a teacher to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in their subject. 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.
Many States also offer alternative licensure programs for teachers who have a bachelor’s degree in the subject they will teach, but who lack the necessary education courses required for a regular license. Many of these alternative licensure programs are designed to ease shortages of teachers of certain subjects, such as mathematics and science. Other programs provide teachers for urban and rural schools that have difficulty filling positions with teachers from traditional licensure programs. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs 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 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, because knowledge and experience in a particular field are 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. 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 more stringent than those for private preschool teachers. Some States require a bachelor’s degree in early childhood education, while others require an associate’s 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 individual’s competence.
Private schools are generally exempt from meeting State licensing standards. For secondary school teacher jobs, they prefer candidates who have a bachelor’s degree in the subject they intend to teach, or in childhood education for elementary school teachers. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution.
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 teacher education programs across the United States. Graduation from an accredited program is not necessary to become a teacher, but it does make it easier to fulfill licensure requirements. 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 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 schools--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 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 students’ 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, instructional coordinators, 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 teacher--who may be responsible for the instruction of several classes--and, finally, to director of the center. Preschool teachers with a bachelor’s degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay.
Training Programs
Catalog of Instructional Programs (CIP 2000) educational codes and titles related to this occupation include:
CIP 131210 Early Childhood Education and Teaching
CIP 131210 Early Childhood Education and Teaching
OTHER TITLES
New Occupational Titles
Under the newly-revised 2000 Standard Occupational Codes, the O*NET occupation Kindergarten Teachers, Except Special Education may be identified as:
Kindergarten Teachers, Except Special Education (SOC 25-2012)
Kindergarten Teachers, Except Special Education (SOC 25-2012)
Related or Similar O*NET Occupational Titles
Listed below are related O*NET occupational titles for Kindergarten Teachers, Except Special Education:
Educational Psychologists (19-3031.01)
Elementary School Teachers, Except Special Education (25-2021.00)
Health Educators (21-1091.00)
Preschool Teachers, Except Special Education (25-2011.00)
Recreation Workers (39-9032.00)
Social and Human Service Assistants (21-1093.00)
Teacher Assistants (25-9041.00)
Educational Psychologists (19-3031.01)
Elementary School Teachers, Except Special Education (25-2021.00)
Health Educators (21-1091.00)
Preschool Teachers, Except Special Education (25-2011.00)
Recreation Workers (39-9032.00)
Social and Human Service Assistants (21-1093.00)
Teacher Assistants (25-9041.00)
Other Related Codes and Titles
Other occupational and educational codes and titles related to this occupation include:
Census Occupations (2000)
CEN 230 Preschool & Kindergarten Teachers
Dictionary of Occupational Titles
DOT 092227014 Teacher, Kindergarten
Guide for Occupational Exploration
GOE 100203 Nursing, Therapy, and Specialized Teaching Services: Specialized Teach
O*NET Occupations (O*NET 1.0)
OU 31304 Teachers, Kindergarten
Census Occupations (2000)
CEN 230 Preschool & Kindergarten Teachers
Dictionary of Occupational Titles
DOT 092227014 Teacher, Kindergarten
Guide for Occupational Exploration
GOE 100203 Nursing, Therapy, and Specialized Teaching Services: Specialized Teach
O*NET Occupations (O*NET 1.0)
OU 31304 Teachers, Kindergarten
CONTACT INFORMATION
Sources of Additional Information
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.recruitingteachers.org
Information on teachers’ unions and education-related issues may be obtained from the following sources:
* American Federation of Teachers, 555 New Jersey Ave. NW., Washington, DC 20001.
* National Education Association, 1201 16th St. NW., Washington, DC 20036.
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 20036-1023. Internet: http://www.ncate.org
Information on alternative certification programs can be obtained from:
* National Center for Alternative Certification, 1901 Pennsylvania Ave NW, Suite 201, Washington, DC 20006. Internet: http://www.teach-now.org
For information on vocational education and vocational education teachers, contact:
* Association for Career and Technical Education, 1410 King St., Alexandria, VA 22314. Internet: http://www.acteonline.org
For information on careers in educating children and issues affecting preschool teachers, contact either of the following organizations:
* National Association for the Education of Young Children, 1509 16th St. NW., Washington, DC 20036. Internet: http://www.naeyc.org
* Council for Professional Recognition, 2460 16th St. NW., Washington, DC 20009-3575. Internet: http://www.cdacouncil.org
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.recruitingteachers.org
Information on teachers’ unions and education-related issues may be obtained from the following sources:
* American Federation of Teachers, 555 New Jersey Ave. NW., Washington, DC 20001.
* National Education Association, 1201 16th St. NW., Washington, DC 20036.
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 20036-1023. Internet: http://www.ncate.org
Information on alternative certification programs can be obtained from:
* National Center for Alternative Certification, 1901 Pennsylvania Ave NW, Suite 201, Washington, DC 20006. Internet: http://www.teach-now.org
For information on vocational education and vocational education teachers, contact:
* Association for Career and Technical Education, 1410 King St., Alexandria, VA 22314. Internet: http://www.acteonline.org
For information on careers in educating children and issues affecting preschool teachers, contact either of the following organizations:
* National Association for the Education of Young Children, 1509 16th St. NW., Washington, DC 20036. Internet: http://www.naeyc.org
* Council for Professional Recognition, 2460 16th St. NW., Washington, DC 20009-3575. Internet: http://www.cdacouncil.org
Contact CDR
Texas Workforce Commission/Labor Martet and Career Information (TWC/LMCI)
Northview Business Center
9001 IH 35N, Suite 103B
Austin, TX 78753
1-800-822-PLAN
http://www.lmci.state.tx.us
The information in this report may be derived from many sources. To learn more about OSCAR or any data element please contact LMCI (formerly CDR).
USEFUL TIP: Now that you have identified one or more occupations which may be of interest to you, you might consider using the internet to look for job openings in those occupations. One recommended place to start is the nationwide job posting service called America's Job Bank, which is located at http://www.ajb.dni.us. At this site you may perform a search for specific job openings which are unlikely to be posted in your local newspapers.
Northview Business Center
9001 IH 35N, Suite 103B
Austin, TX 78753
1-800-822-PLAN
http://www.lmci.state.tx.us
The information in this report may be derived from many sources. To learn more about OSCAR or any data element please contact LMCI (formerly CDR).
USEFUL TIP: Now that you have identified one or more occupations which may be of interest to you, you might consider using the internet to look for job openings in those occupations. One recommended place to start is the nationwide job posting service called America's Job Bank, which is located at http://www.ajb.dni.us. At this site you may perform a search for specific job openings which are unlikely to be posted in your local newspapers.
