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Text File | 1995-10-24 | 17.8 KB | 359 lines

359
School Teachers Kindergarten, Elementary, and Secondary

(D.O.T.  091.221, .227; 092.227-010, -014; 094.224, .227, .267;
099.224-010, .227-022, -042; 187.134-010; 195.227-018)

Nature of the Work

The role of a teacher is changing from that of a lecturer or
presenter to one of a facilitator or coach.  Interactive discussions
and hands-on learning are replacing rote memorization.  For example,
rather than merely telling students about science, mathematics, or
psychology, a teacher might ask students to help solve a
mathematical problem or perform a laboratory experiment and discuss
how these apply to the real world.  Similarly, a teacher might
arrange to bring 3- and 4-year-olds into the classroom to
demonstrate certain concepts of child psychology.

   As teachers move away from the traditional repetitive drill
approaches, they are using more props or manipulatives to help
children understand abstract concepts, solve problems, and develop
critical thought processes.  For example, young students may be
taught the concept of numbers or adding and subtracting by playing
board games.  As children get older, they may use more sophisticated
materials such as tape recorders, science apparatus, or cameras.

   Classes are becoming less structured, and students are working in
groups to discuss and solve problems together.  Preparing students
for the future work force is the major stimulus generating the
changes in education.  To be prepared, students must be able to
interact with others, adapt to new technology, and logically think
through problems.  Teachers provide the tools and environment for
their students to develop these skills.

   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 children's views of themselves and the
world, and affect later success or failure in school, work, and
their personal lives.  Kindergarten and elementary school teachers
introduce children to numbers, language, science, and social
studies.  They may use games, music, artwork, films, slides,
computers, and other instructional technology to teach basic skills.

   Most elementary school teachers instruct one class of children in
several subjects.  In some schools, two or more teachers teach 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 those with
students at several different learning levels.

   Secondary school teachers help students delve more deeply into
subjects introduced in elementary school and learn more about the
world and about themselves.  They specialize in a specific subject,
such as English, Spanish, mathematics, history, or biology, in
junior high/middle school or high school.  They may teach a variety
of related courses for example, American history, contemporary
American problems, and world geography.

   Special education teachers, who are found in lower grades and high
schools, instruct students with a variety of disabilities, such as
visual and hearing impairments, learning disablilities, and physical
disabilities.  Special education teachers design and modify
instruction to meet a student's special needs.  Teachers also work
with students who have other special instructional needs, such as
those who are very bright or gifted or those who have limited
English proficiency.

   Teachers may use films, slides, overhead projectors, and the latest
technology in teaching, such as computers, telecommunication
systems, and video discs.  Telecommunication technology can bring
the real world into the classroom.  Through telecommunications,
American students can communicate with students in other countries
to share personal experiences or research projects of interest to
both groups.  Computers are used in many classroom activities, from
helping students solve math problems to learning English as a second
language.  Teachers must continually update their skills to use the
latest technology in the classroom.

   Teachers design their classroom presentations to meet student needs
and abilities.  They also may work with students individually.
Teachers assign lessons, give tests, hear oral presentations, and
maintain classroom discipline.  Teachers observe and evaluate a
student's performance and potential.  Teachers increasingly are
using new assessment methods, such as examining a portfolio of a
student's artwork or writing to measure student achievement.
Teachers assess the portfolio at the end of a learning period to
judge a student's overall progress.  They may then provide
additional assistance in areas where a student may need help.

   In addition to classroom activities, teachers plan and evaluate
lessons, sometimes in collaboration with teachers of related
subjects.  They also prepare tests, grade papers, prepare report
cards, oversee study halls and homerooms, supervise extracurricular
activities, and meet with parents and school staff to discuss a
student's academic progress or personal problems.  Secondary school
teachers may assist a student in choosing courses, colleges, and
careers.  Special education teachers may help students with their
transition into special vocational training programs, colleges, or a
job.  Teachers also participate in education conferences and
workshops.

   In recent years, site-based management, which allows teachers and
parents to participate actively in management decisions, has gained
popularity.  In many schools, teachers help make decisions regarding
the budget, personnel, textbook choices, curriculum design, and
teaching methods.

   Helping students develop new skills and gain appreciation of
learning can be rewarding.

Working Conditions

Seeing students develop new skills and gain an appreciation of the
joy of learning can be very rewarding.  However, teaching may be
frustrating when dealing with unmotivated and disrespectful
students.

   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.  Teachers on the 10-month schedule may teach in summer
sessions, take other jobs, travel, or pursue other personal
interests.  Many enroll in college courses or workshops in order 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 is not a guarantee of a job, but
it does provide some security.

Employment

Teachers held about 3,255,000 jobs in 1992; more than 9 out of 10
were in public schools.  Employment was distributed as follows:


Elementary....................................................1,634,000
Secondary.....................................................1,263,000
Special education.............................................  358,000


   Employment is distributed geographically much the same as the
population.

Training, Other Qualifications, and Advancement

All 50 States and the District of Columbia require public school
teachers to be certified.  Certification is generally for one or
several related subjects.  Usually certification is granted by the
State board of education or a certification advisory committee.
Teachers may be certified to teach the early childhood grades
(usually nursery school through grade 3; the elementary grades
(grades 1 through 6 or 8); or a special subject, such as reading or
music.  In most States, special education teachers receive a
credential to teach kindergarten through grade 12.  These teachers
train in the specialty that they want, such as teaching children
with learning disabilities or behavioral disorders.

   Requirements for regular certificates vary by State.  However, all
States require a bachelor's degree and completion of an approved
teacher training program with a prescribed number of subject and
education credits and supervised practice teaching.

   Traditional education programs for kindergarten and elementary
school teachers include courses designed specifically for those
preparing to teach in mathematics, physical science, social science,
music, art, and literature, as well as prescribed professional
education courses, such as philosophy of education, psychology of
learning, and teaching methods.  Aspiring secondary school teachers
either major in the subject they plan to teach while also taking
education courses, or major in education and take subject courses.
Some States require specific grade point averages for teacher
certification.

   Many States offer alternative teacher certification programs for
people who have college training in the subject they will teach but
do not have the necessary education courses required for a regular
certificate.  Alternative certification programs were originally
designed to ease teacher shortages in certain subjects, such as
mathematics and science.  The programs have expanded to attract
other people into teaching, including recent college graduates and
midcareer changers.  In some programs, individuals begin teaching
immediately under provisional certification.  After working under
the close supervision of experienced educators for 1 or 2 years
while taking education courses outside school hours, they receive
regular certification if they have progressed satisfactorily.  Under
other programs, college graduates who do not meet certification
requirements take only those courses that they lack, and then become
certified.  This may take 1 or 2 semesters of full-time study.
Aspiring teachers who need certification may also enter programs
that grant a master's degree in education, as well as certification.
States also issue emergency certificates to individuals who do not
meet all requirements for a regular certificate when schools cannot
hire enough teachers with regular certificates.

   Almost all States require applicants for teacher certification to be
tested for competency in basic skills such as reading and writing,
teaching skills, or subject matter proficiency.  Almost all require
continuing education for renewal of the teacher's certificate some
require a master's degree.

   Many States have reciprocity agreements that make it easier for
teachers certified in one State to become certified in another.
Teachers may become board certified by successfully completing the
National Board for Professional Teaching Standards certification
process.  This certification is voluntary, but may result in a
higher salary.

   In addition to being knowledgeable in their subject, the ability to
communicate, inspire trust and confidence, and motivate students, as
well as understand their educational and emotional needs, is
essential for teachers.  They also should be organized, dependable,
patient, and creative.

   With additional preparation and certification, 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 positions is
limited.  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 teaching responsibilities.

Job Outlook

Overall employment of kindergarten, elementary, and secondary school
teachers is expected to increase faster than the average for all
occupations through the year 2005, fueled by dramatic growth among
special education teachers.  However, projected employment growth
varies among individual teaching occupations.  Job openings for all
teachers are expected to increase substantially by the end of the
decade as the large number of teachers now in their forties and
fifties reach retirement age.

   Employment of special education teachers is expected to increase
much faster than the average for all occupations through the year
2005 due to legislation emphasizing training and employment for
individuals with disabilities; technological advances resulting in
more survivors of accidents and illnesses; and growing public
interest in individuals with special needs.  Qualified persons
should have little trouble finding a job, due to increased demand
for these workers combined with relatively high turnover among
special education teachers.  Many special education teachers switch
to general education teaching or change careers altogether, often
because of job stress associated with teaching special education,
particularly excessive paperwork, and inadequate administrative
support.

   Employment of secondary school teachers is expected to grow faster
than the average for all occupations through the year 2005, and
average employment growth is projected for kindergarten and
elementary school teachers.  Assuming relatively little change in
average class size, employment growth of teachers depends on the
rates of population growth and corresponding student enrollments.
The population of 14- to 17-year-olds is expected to experience
relatively strong growth through the year 2005, spurring demand for
secondary school teachers.  The population of 5- to 13-year olds
also is projected to increase, but at a slower rate, resulting in
divergent growth rates for individual teaching occupations.

   The supply of teachers also is expected to increase in response to
reports of improved job prospects, more teacher involvement in
school policy, greater public interest in education, and higher
salaries.  In fact, enrollments in teacher training programs already
have increased in recent years.  In addition, more teachers should
be available from alternative certification programs.

   Some central cities and rural areas have difficulty attracting
enough teachers, so job prospects should continue to be better in
these areas than in suburban districts.  Mathematics, science, and
special education teachers remain in short supply.  Concerns over a
future work force that may not meet employers' needs could spur
demand for teachers who specialize in basic skills instruction
reading, writing, and mathematics.  With enrollments of minorities
increasing, efforts to recruit minority teachers may intensify.

   The number of teachers employed depends on State and local
expenditures for education.  Pressures from taxpayers to limit
spending could result in fewer teachers than projected; pressures to
spend more to improve the quality of education could mean more.

Earnings

According to the National Education Association, public secondary
school teachers averaged about $36,000 a year in 1992-93; public
elementary school teachers averaged $34,800.  Earnings for special
education teachers are comparable.  Earnings in private schools
generally are lower.

   Many public school teachers belong to unions, such as the American
Federation of Teachers and the National Education Association, that
bargain with school systems over wages, hours, and the terms and
conditions of employment.

   In some schools, teachers receive extra pay for coaching sports and
working with students in extracurricular activities.  Some teachers
earn extra income during the summer working in the school system or
in other jobs.

Related Occupations

Kindergarten, elementary, and secondary school teaching requires a
wide 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 college and university faculty, counselors, education
administrators, employment interviewers, librarians, preschool
workers, public relations specialists, sales representatives, social
workers, and trainers and employee development specialists.

   Special education teachers work with students with disabilities and
special needs.  Other occupations that help people with disabilities
include school psychologists, speech pathologists, and occupational,
physical, and recreational therapists.

Sources of Additional Information

   Information on 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:

   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 teacher education programs accredited by
the National Council for Accreditation of Teacher Education can be
obtained from:

   National Council for Accreditation of Teacher Education, 2010
Massachusetts Ave.  NW., 2nd Floor, Washington, DC 20036.

   For information on voluntary teacher certification requirements,
contact:

   National Board for Professional Teaching Standards, 300 River Pl.,
Detroit, MI 48207.

   A list of institutions offering training programs in special
education may be obtained from:

   Council for Exceptional Children, 1920 Association Dr., Reston, VA
22091.


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