Teachers—Preschool, Kindergarten, Elementary, Middle, and Secondary

Nature of the Work

Teachers play an important role in fostering the intellectual and social development of children during their formative years. The education that teachers impart plays a key role in determining the future prospects of their students. Whether in preschools or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults.

Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, or English. They plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. Teachers 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.

Training, Other Qualifications, and Advancement

The traditional route to becoming a public school teacher involves completing a bachelor’s degree from a teacher education program and then obtaining a license. However, most States now offer alternative routes to licensure for those who have a college degree in other fields. Private school teachers do not have to be licensed but still need a bachelor’s degree. A bachelor’s degree may not be needed by preschool teachers and vocational education teachers, who need experience in their field rather than a specific degree.

Education and training. Traditional education programs for kindergarten and elementary school teachers include courses designed specifically for those preparing to teach. These courses include 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. Many 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. To maintain their accreditation, teacher education programs are now required to include classes in the use of computers and other technologies. Most programs require students to perform a student-teaching internship. Teacher education programs are accredited by the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. Graduation from an accredited program is not necessary to become a teacher, but it may make fulfilling licensure requirements easier.

Many States now offer professional development schools, which are partnerships between universities and elementary or secondary schools. Professional development schools merge theory with practice and allow the student to experience a year of teaching firsthand, under professional guidance. Students enter these 1-year programs after completion of their bachelor’s degree.

Employment

Preschool, kindergarten, elementary school, middle school, and secondary school teachers, except special education, held about 4.0 million jobs in 2006. Of the teachers in those jobs, about 1.5 million are elementary school teachers, 1.1 million are secondary school teachers, 674,000 are middle school teachers, 437,000 are preschool teachers, and 170,000 are kindergarten teachers. The vast majority work in elementary and secondary schools. Preschool teachers, except special education, are most often employed in child daycare services (59 percent), public and private educational services (16 percent), and religious organizations (15 percent). Employment of teachers is geographically distributed much the same as the population.

Job Outlook

Employment of preschool, kindergarten, elementary, middle, and secondary school teachers is projected to grow about as fast as average. Job prospects are expected to be favorable, with particularly good prospects for teachers in high-demand fields like math, science, and bilingual education, or in less desirable urban or rural school districts.

Employment change. Employment of school teachers is expected to grow by 12 percent between 2006 and 2016, about as fast as the average for all occupations. However, because of the size of the occupations in this group, this growth will create 479,000 additional teacher positions, more than all but a few occupations.

Through 2016, 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.

Earnings

Median annual earnings of kindergarten, elementary, middle, and secondary school teachers ranged from $43,580 to $48,690 in May 2006; the lowest 10 percent earned $28,590 to $33,070; the top 10 percent earned $67,490 to $76,100. Median earnings for preschool teachers were $22,680.

According to the American Federation of Teachers, beginning teachers with a bachelor’s degree earned an average of $31,753 in the 2004–05 school year. The estimated average salary of all public elementary and secondary school teachers in the 2004–05 school year was $47,602.

Related Occupations

Preschool, kindergarten, elementary school, middle school, and secondary school teaching requires a variety of skills and aptitudes, including a talent for working with children; organizational, administrative, and recordkeeping abilities; research and communication skills; the power to influence, motivate, and train others; patience; and creativity. Workers in other occupations requiring some of these aptitudes include teachers—postsecondary; counselors; teacher assistants; education administrators; librarians; childcare workers; public relations specialists; social workers; and athletes, coaches, umpires, and related workers.

Sources of Additional Information

Information on licensure or certification requirements and approved teacher training institutions is available from local school systems and State departments of education.

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. Internet: http://www.aft.org
	National Education Association, 1201 16th St. NW., Washington, DC 20036. Internet: http://www.nea.org

Source:

Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, Teachers—Preschool, Kindergarten, Elementary, Middle, and Secondary, on the Internet at http://www.bls.gov/oco/ocos069.htm (visited May 27, 2008).