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Education Administrators, Elementary and Secondary School
SOC Code: 11-9032.00

Plan, direct, or coordinate the academic, administrative, or auxiliary activities of public or private elementary or secondary level schools.

Sample of reported job titles: Athletic Director, Elementary Principal, High School Principal, Middle School Principal, Principal, School Administrator, School Superintendent, Special Education Director, Superintendent, Vice Principal

Tasks

  • Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure that school activities comply with federal, state, and local regulations.
  • Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques, and to determine areas where improvement is needed.
  • Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues.
  • Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives.
  • Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions.
  • Recruit, hire, train, and evaluate primary and supplemental staff.
  • Confer with parents and staff to discuss educational activities, policies, and student behavioral or learning problems.
  • Enforce discipline and attendance rules.
  • Create school improvement plans by using student performance data.
  • Set educational standards and goals, and help establish policies and procedures to carry them out.
  • Plan and lead professional development activities for teachers, administrators, and support staff.
  • Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district.
  • Plan and develop instructional methods and content for educational, vocational, or student activity programs.
  • Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements.
  • Prepare and submit budget requests and recommendations, or grant proposals to solicit program funding.
  • Recommend personnel actions related to programs and services.
  • Review and approve new programs, or recommend modifications to existing programs, submitting program proposals for school board approval as necessary.
  • Develop partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs.
  • Review and interpret government codes, and develop programs to ensure adherence to codes and facility safety, security, and maintenance.
  • Determine allocations of funds for staff, supplies, materials, and equipment, and authorize purchases.
  • Direct and coordinate school maintenance services and the use of school facilities.
  • Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs.
  • Prepare, maintain, or oversee the preparation and maintenance of attendance, activity, planning, or personnel reports and records.
  • Mentor and support administrative staff members, such as superintendents and principals.
  • Establish, coordinate, and oversee particular programs across school districts, such as programs to evaluate student academic achievement.
  • Coordinate and direct extracurricular activities and programs, such as after-school events and athletic contests.
  • Advocate for new schools to be built, or for existing facilities to be repaired or remodeled.
  • Plan, coordinate, and oversee school logistics programs, such as bus and food services.
  • Teach classes or courses to students.
  • Meet with federal, state, and local agencies to keep updated on policies and to discuss improvements for education programs.
  • Write articles, manuals, and other publications, and assist in the distribution of promotional literature about facilities and programs.
  • Collect and analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum change needs.

Technology Skills

  • Analytical or scientific software - Minitab ; SAS ; StataCorp Stata ; The MathWorks MATLAB (see all 5 examples)
  • Calendar and scheduling software - Google Calendar; Scheduling software
  • Communications server software - IBM Domino
  • Data base management system software - Apache Cassandra
  • Data base user interface and query software - Blackboard ; LogicalBit Eimas; Microsoft Access ; School Attendance Keeper (see all 6 examples)
  • Desktop publishing software - Microsoft Publisher
  • Electronic mail software - Gmail; Microsoft Outlook
  • Enterprise resource planning ERP software - Microsoft Dynamics GP ; NetSuite ERP ; Thinc Technologies Virtual School; Wilcomp Software RenWeb (see all 18 examples)
  • Human resources software - Human resource management software HRMS
  • Internet browser software - Web browser software
  • Office suite software - Google Drive; Microsoft Office
  • Presentation software - Microsoft PowerPoint
  • Project management software - Microsoft SharePoint
  • Spreadsheet software - Microsoft Excel
  • Word processing software - Microsoft Word

Tools Used

  • Alarm systems - Fire alarm systems; Security alarm systems
  • Desktop computers
  • Liquid crystal display projector - Digital projectors
  • Notebook computers - Laptop computers
  • Personal computers
  • Photocopiers - Photocopying equipment
  • Public address systems - Public address PA systems
  • Special purpose telephones - Multi-line telephone systems
  • Touch screen monitors - Interactive whiteboards
  • Two way radios

Knowledge

  • Administration and Management - Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
  • English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • 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.
  • Personnel and Human Resources - Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems.
  • 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.
  • Law and Government - Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
  • 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.
  • Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • Public Safety and Security - Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

Skills

  • 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.
  • Speaking - Talking to others to convey information effectively.
  • Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Reading Comprehension - Understanding written sentences and paragraphs in work related documents.
  • Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do.
  • Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Writing - Communicating effectively in writing as appropriate for the needs of the audience.
  • Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Coordination - Adjusting actions in relation to others' actions.
  • Management of Personnel Resources - Motivating, developing, and directing people as they work, identifying the best people for the job.
  • Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Instructing - Teaching others how to do something.
  • Service Orientation - Actively looking for ways to help people.
  • Systems Evaluation - Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
  • Time Management - Managing one's own time and the time of others.
  • Negotiation - Bringing others together and trying to reconcile differences.
  • Management of Financial Resources - Determining how money will be spent to get the work done, and accounting for these expenditures.
  • Persuasion - Persuading others to change their minds or behavior.
  • Systems Analysis - Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Management of Material Resources - Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work.
  • Mathematics - Using mathematics to solve problems.

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.
  • Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
  • Speech Clarity - The ability to speak clearly so others can understand you.
  • 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.
  • Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • 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.
  • Speech Recognition - The ability to identify and understand the speech of another person.
  • Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • 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).
  • Near Vision - The ability to see details at close range (within a few feet of the observer).
  • 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.
  • 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).
  • Far Vision - The ability to see details at a distance.
  • Flexibility of Closure - The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
  • Mathematical Reasoning - The ability to choose the right mathematical methods or formulas to solve a problem.
  • Selective Attention - The ability to concentrate on a task over a period of time without being distracted.
  • Time Sharing - The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).

Interests

  • Interest code: ESC
    • 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.
    • Social - Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
    • Conventional - Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

Work Context

  • Indoors, Environmentally Controlled - 97% responded “Every day.”
  • Telephone - 86% responded “Every day.”
  • Electronic Mail - 93% responded “Every day.”
  • Face-to-Face Discussions - 93% responded “Every day.”
  • Contact With Others - 79% responded “Constant contact with others.”
  • Duration of Typical Work Week - 91% responded “More than 40 hours.”
  • Freedom to Make Decisions - 58% responded “A lot of freedom.”
  • Responsibility for Outcomes and Results - 60% responded “Very high responsibility.”
  • Coordinate or Lead Others - 63% responded “Extremely important.”
  • Frequency of Decision Making - 68% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results - 57% responded “Very important results.”
  • Work With Work Group or Team - 81% responded “Extremely important.”
  • Deal With External Customers - 72% responded “Extremely important.”
  • Structured versus Unstructured Work - 48% responded “A lot of freedom.”
  • Frequency of Conflict Situations - 41% responded “Every day.”
  • Importance of Being Exact or Accurate - 50% responded “Extremely important.”
  • Responsible for Others' Health and Safety - 44% responded “High responsibility.”
  • Letters and Memos - 55% responded “Once a week or more but not every day.”
  • Time Pressure - 41% responded “Once a week or more but not every day.”
  • Deal With Unpleasant or Angry People - 41% responded “Once a week or more but not every day.”
  • Public Speaking - 51% responded “Once a week or more but not every day.”
  • Level of Competition - 30% responded “Extremely competitive.”
  • Physical Proximity - 46% responded “Moderately close (at arm's length).”
  • Importance of Repeating Same Tasks - 27% responded “Fairly important.”

Education

Percentage of RespondentsEducation Level Required
44%Post-master's certificate
37%Master's degree
9%High school diploma or equivalent

Work Styles

  • Integrity - Job requires being honest and ethical.
  • Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Initiative - Job requires a willingness to take on responsibilities and challenges.
  • Self Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems.
  • Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • 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.
  • Persistence - Job requires persistence in the face of obstacles.
  • Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
  • Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

Work Values

  • 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.
  • Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
  • 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.

Wages & Trends

  • Median wages (2017)
    • $94,390 annual
  • Employment (2016)
    • 251,000 employees
  • Projected growth (2016-2026)
    • Average (5% to 9%)
  • Projected job openings (2016-2026)
    • 21,200

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