Activities	Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn. They utilize “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills.
Outlook	Average job growth
Median Income	$51,200 per year in 2008
Work Context & Conditions	Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. Teachers sometimes work alone in a classroom of students. However, some schools allow teachers to work in teams and with mentors to enhance their professional development. Many teachers work more than 40 hours a week. 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.
Minimum Education Requirements	Bachelor's Degree
Skills	Social Perceptiveness, Learning Strategies, Monitoring, Instructing, Active Listening, Writing, Mathematics, Reading Comprehension, Speaking, Science
Abilities	Oral Expression, Written Comprehension, Speech Clarity, Written Expression, Oral Comprehension
Interviews	Peggy Deichstetter Egda M. Morales-Ramos

Job Category		Education, Training, & Library
Job Description		Teachers act as facilitators or coaches, using interactive discussions and “hands-on” approaches to help students learn and apply concepts. They utilize “props” or “manipulatives” to help children understand abstract concepts, solve problems, and develop critical thought processes. To encourage collaboration in solving problems, students are increasingly working in groups to discuss and solve problems together. Preparing students for the future workforce is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and think through problems logically. Teachers provide the tools and the environment for their students to develop these skills. Teachers may use films, slides, overhead projectors, and the latest technology in teaching, including computers, telecommunication systems, and video discs. The use of computer resources, such as educational software and the Internet, exposes students to a vast range of experiences and promotes interactive learning. Through the Internet, students can communicate with students in other countries. Students also use the Internet for individual research projects and to gather information. 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 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. 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. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops.
Working Conditions		Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. Teachers may experience stress in dealing with large classes, students from disadvantaged or multicultural backgrounds, or heavy workloads. Inner-city schools in particular, may be run down and lack the amenities of schools in wealthier communities. Accountability standards also may increase stress levels, with teachers expected to produce students who are able to exhibit satisfactory performance on standardized tests in core subjects. 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. Teachers may be 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. Most of the time, teachers work indoors in environmentally controlled conditions. Teaching requires frequent standing. Including school duties performed outside the classroom, many teachers work more than 40 hours a week. 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. Most states have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure does not absolutely guarantee a job, but it does provide some security.
Salary Range		Median annual earnings of kindergarten, elementary, middle, and secondary school teachers were $51,200 in May 2008; the middle 50 percent earned between $41,200 and $65,100. The lowest 10 percent earned less than $34,300 and the highest 10 percent earned more than $81,100. According to the American Federation of Teachers, beginning teachers with a bachelor’s degree earned an average of $33,227 in the 2005–06 school year.

Education Required		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. The National Council for Accreditation of Teacher Education currently accredits teacher education programs across the United States. Generally, 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. 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. With additional preparation, teachers may move into positions as school librarians, reading specialists, curriculum specialists, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities.
Recommended High School Courses		Biology, Mathematics, English, Chemistry, Health, Physics
Postsecondary Instructional Programs		Education and Training, English Language, Mathematics, Chemistry, Biology
Certification and Licensing		All 50 states and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools. Usually licensure is granted by the state Board of Education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades ( 1 through 6 or 8); the middle 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. 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. Nowadays, school systems are moving toward implementing performance-based systems for licensure, which usually require the teacher to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in one’s 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 offer alternative licensure programs for teachers who have bachelor’s degrees in the subject they will teach, but who lack the necessary education courses required for a regular license. Alternative licensure programs originally were designed to ease shortages of teachers of certain subjects, such as mathematics and science. The programs have expanded to attract other people into teaching, including recent college graduates and those changing from another career to teaching. In some programs, individuals begin teaching quickly under provisional licensure. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular licensure if they have progressed satisfactorily. In other programs, college graduates who do not meet licensure requirements take only those courses that they lack and then become licensed. This approach may take 1 or 2 semesters of full-time study. States may issue emergency licenses to individuals who do not meet the requirements for a regular license when schools cannot attract enough qualified teachers to fill positions. Teachers who need to be licensed may enter programs that grant a master’s degree in education, as well as a license. 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. 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.

Interest Area		Social Involves working and communicating with, helping, and teaching people.
Work Values		Achievement Get a feeling of accomplishment. Social Service Do things for other people. Creativity Try out your own ideas. Independence Work alone. Security Have steady employment. Ability Utilization Make use of individual abilities. Working Conditions Good working conditions. Activity Busy all the time. Autonomy Plan work with little supervision. Authority Give directions and instructions to others. Advancement Opportunities for advancement. Responsibility Make decisions on your own.
Skills		Social Perceptiveness Be aware of others' reactions and understand why they react the way they do. Learning Strategies Use multiple approaches when learning or teaching new things. Monitoring Assess how well someone is doing when learning or doing something. Instructing Teach others how to do something. Active Listening Listen to what other people are saying and ask questions as appropriate. Writing Communicate effectively with others in writing as indicated by the needs of the audience. Mathematics Use math to solve problems. Reading Comprehension Understand written sentences and paragraphs in work-related documents. Speaking Talk to others to effectively convey information. Science Use scientific methods to solve problems.
Abilities		Oral Expression Able to convey information and ideas through speech in ways that others will understand. Written Comprehension Able to read and understand information and ideas presented in writing. Speech Clarity Able to speak clearly so listeners understand. Written Expression Able to communicate information and ideas in writing so others will understand. Oral Comprehension Able to listen to and understand information and ideas presented through spoken words and sentences.

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Job Outlook		Job opportunities for teachers over the next 10 years will vary from good to excellent, depending on the locality, grade level, and subject taught. Most job openings will result from the need to replace the large number of teachers who are expected to retire over the 2008-18 period. Also, many beginning teachers decide to leave teaching for other careers after a year or two—especially those employed in poor, urban schools—creating additional job openings for teachers. Employment of school teachers is expected to grow by 13 percent between 2008 and 2018, about as fast as the average for all occupations. However, because of the size of the occupations in this group, this growth will create 468,600 additional teacher positions, more than all but a few occupations. Through 2018, overall student enrollments in elementary, middle, and secondary schools—a key factor in the demand for teachers—are expected to rise more slowly than in the past as children of the baby boom generation leave the school system. This will cause employment of teachers from kindergarten through the secondary grades to grow as fast as the average. Projected enrollments will vary by region. Fast-growing States in the South and West—led by Nevada, Arizona, Texas, and Georgia—will experience the largest enrollment increases. Enrollments in the Midwest are expected to hold relatively steady, while those in the Northeast are expected to decline. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job. Enrollments in the northeast and midwest are expected to hold relatively steady or decline. The job market for teachers also continues to vary by school location and by subject taught. Many inner cities—often characterized by overcrowded, ill-equipped schools and higher-than-average poverty rates—and rural areas—characterized by their remote location and relatively low salaries—have difficulty attracting and retaining enough teachers, so job prospects should be better in these areas than in suburban districts. Currently, many school districts have difficulty hiring qualified teachers in some subject areas—mathematics, science (especially chemistry and physics), bilingual education, and foreign languages. Qualified vocational teachers, at both the middle school and secondary school levels, also are currently in demand in a variety of fields. Specialties that have an adequate number of qualified teachers include general elementary education, physical education, and social studies. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job. Increasing enrollments of minorities, coupled with a shortage of minority teachers, should cause efforts to recruit minority teachers to intensify. Also, the number of non-English speaking students has grown dramatically, creating demand for bilingual teachers and for those who teach English as a second language. The number of teachers employed is dependent as well on state and local expenditures for education and on the enactment of legislation to increase the quality of education. A number of initiatives, such as reduced class size (primarily in the early elementary grades), mandatory preschool for 4-year-olds, and all-day kindergarten, have been implemented in a few States, but not nationwide. Additional teachers—particularly preschool and early elementary school teachers—will be needed if states or localities implement any of these measures. At the federal level, legislation that is likely to affect teachers recently was put into place with the enactment of the No Child Left Behind Act. Although the full impact of this act is not yet known, its emphasis on ensuring that all schools hire and retain only qualified teachers, may lead to an increase in funding for schools that currently lack such teachers. The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In recent years, the total number of bachelor’s and master’s degrees granted in education has increased steadily. Because of a shortage of teachers in certain locations, and in anticipation of the loss of a number of teachers to retirement, many states have implemented policies that will encourage more students to become teachers. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs.
More Information		National Association of Biology Teachers, National Science Teachers Association, National Education Association, American Federation of Teachers, U.S. Department of Education, National Teacher Recruitment Clearinghouse
References		Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Teachers—Kindergarten, Elementary, Middle, and Secondary, on the Internet at http://www.bls.gov/oco/ocos318.htm. O*NET OnLine, on the Internet at http://online.onetcenter.org/link/summary/25-2031.00