| Kindergarten%20Teachers,%20Except%20Special%20Education | |||||||||||
| Summary Occupational Forecast Data for Kindergarten Teachers, Except Special Education | |||||||||||
| Employment | Employment Change | Average Annual Job Openings | Wage & Training Levels | ||||||||
| 2020 | 2025 | Numerical | Percent | New Jobs | Replacement Jobs | Total | Median Hourly | Median Annual | Training Levels | ||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 812 | 816 | 5 | 0.60% | 1 | 80 | 81 | $38.25 | $79,560 | Bachelor's degree | ||
| Description: | 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. | ||||||||||
| Forecast Data Source: EMSI (4th Quarter 2022) | |||||||||||
Occupation Details
The information in this section represents occupational characteristics included in O*NET which defines key features of an occupation as a standardized, measurable set of variables called "descriptors". These distinguishing characteristics of an occupation are described in greater detail in the O*NET Content Model. All items are listed in descending order of importance.
- Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills.
- Establish and enforce rules for behavior, and policies and procedures to maintain order among students.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
- Read books to entire classes or to small groups.
- Demonstrate activities to children.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Establish clear objectives for all lessons, units, and projects, and communicate those objectives to children.
- Prepare and implement remedial programs for students requiring extra help.
- Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs.
- Organize and lead activities designed to promote physical, mental, and social development such as games, arts and crafts, music, and storytelling.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Guide and counsel students with adjustment or academic problems, or special academic interests.
- Instruct and monitor students in the use and care of equipment and materials, to prevent injuries and damage.
- Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
- Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
- Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
- Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.
- Meet with other professionals to discuss individual students' needs and progress.
- Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
- Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
- Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
- Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
- Use computers, audiovisual aids, and other equipment and materials to supplement presentations.
- Plan and supervise class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities.
- Involve parent volunteers and older students in children's activities, to facilitate involvement in focused, complex play.
- Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
- Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
- Attend staff meetings, and serve on committees as required.
- Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
Knowledge
| 76% | Education and Training - Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
| 72% | English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| 63% | Psychology - Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
| 62% | Customer and Personal Service - Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
| 75% | Instructing - Teaching others how to do something. |
| 72% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. |
| 72% | Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
| 72% | Speaking - Talking to others to convey information effectively. |
| 65% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| 65% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| 65% | Coordination - Adjusting actions in relation to others' actions. |
| 62% | Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| 62% | Service Orientation - Actively looking for ways to help people. |
| 62% | Reading Comprehension - Understanding written sentences and paragraphs in work related documents. |
| 62% | Time Management - Managing one's own time and the time of others. |
| 60% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| 60% | Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| 56% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. |
| 56% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. |
| 53% | Persuasion - Persuading others to change their minds or behavior. |
| 50% | Negotiation - Bringing others together and trying to reconcile differences. |
| 78% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. |
| 72% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| 72% | Written Comprehension - The ability to read and understand information and ideas presented in writing. |
| 69% | Speech Clarity - The ability to speak clearly so others can understand you. |
| 65% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| 65% | Speech Recognition - The ability to identify and understand the speech of another person. |
| 65% | 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. |
| 65% | Written Expression - The ability to communicate information and ideas in writing so others will understand. |
| 60% | Near Vision - The ability to see details at close range (within a few feet of the observer). |
| 60% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. |
| 56% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. |
| 56% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| 56% | 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. |
| 56% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| 53% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. |
| 79% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| 72% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| 71% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| 69% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. |
| 67% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. |
| 66% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| 65% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| 65% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| 65% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. |
| 65% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| 64% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. |
| 63% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| 62% | Monitor Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| 62% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. |
| 58% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
| 55% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. |
| 51% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. |
| Title | Job Zone Four: Considerable Preparation Needed |
| Overall Experience | A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. |
| Job Training | Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| Job Zone Examples | Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents. |
| Education | Most of these occupations require a four-year bachelor's degree, but some do not. |
Interests
| Social - Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
| Artistic - Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. |
| Enterprising - Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
| Integrity - Job requires being honest and ethical. |
| Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Self Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| Initiative - Job requires a willingness to take on responsibilities and challenges. |
| Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
| Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. |
| Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
| Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
| Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
| Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |