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Elementary School Teachers, Except Special Education
SOC Code: 25-2021.00

Teach students basic academic, social, and other formative skills in public or private schools at the elementary level.

Sample of reported job titles: Art Teacher, Classroom Teacher, Educator, Elementary Education Teacher, Elementary School Teacher, Elementary Teacher, Fifth Grade Teacher, First Grade Teacher, Second Grade Teacher, Teacher

Tasks

  • Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  • Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  • Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Prepare materials and classrooms for class activities.
  • Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Guide and counsel students with adjustment or academic problems, or special academic interests.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Enforce administration policies and rules governing students.
  • Read books to entire classes or small groups.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
  • Prepare and implement remedial programs for students requiring extra help.
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  • Prepare, administer, and grade tests and assignments to evaluate students' progress.
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  • Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
  • Meet with other professionals to discuss individual students' needs and progress.
  • Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
  • Assign and grade class work and homework.
  • Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  • Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Prepare reports on students and activities as required by administration.
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.
  • Organize and label materials and display students' work.
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
  • Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
  • Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
  • Attend staff meetings and serve on committees, as required.
  • Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
  • Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  • Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  • Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.

Technology Skills

  • Computer based training software - Children's educational software
  • Data base user interface and query software - Blackboard
  • Electronic mail software - Email software; Microsoft Outlook
  • Graphics or photo imaging software - Graphics software
  • Internet browser software - Web browser software
  • Office suite software - Microsoft Office
  • Presentation software - Microsoft PowerPoint
  • Project management software - Microsoft SharePoint
  • Spreadsheet software - Microsoft Excel
  • Word processing software - Microsoft Word

Tools Used

  • Binocular light compound microscopes - Optical compound microscopes
  • Board games - Educational board games
  • Building blocks - Toy block sets
  • Cassette players or recorders - Audiotape players
  • Childrens science kits - Science activity kits
  • Compact disk players or recorders - Compact disk CD players
  • Compasses - Pencil compasses
  • Desktop computers
  • Digital cameras - Compact digital cameras
  • Intercom systems
  • Laboratory balances - Precision balances
  • Laminators - Laminating machines
  • Laser printers - Computer laser printers
  • Notebook computers - Laptop computers
  • Overhead projectors - Overhead display projectors
  • Personal computers
  • Photocopiers - Photocopying equipment
  • Pocket calculator - Handheld calculators
  • Prisms
  • Tactile toys - Pegboards
  • Televisions - Television monitors
  • Video cassette players or recorders - Video cassette recorders VCR

Knowledge

  • 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.
  • English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
  • 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.
  • Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • 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.
  • Clerical - Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
  • History and Archeology - Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.

Skills

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

Abilities

  • 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.
  • Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • 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 Clarity - The ability to speak clearly so others can understand you.
  • Speech Recognition - The ability to identify and understand the speech of another person.
  • 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).
  • 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).
  • 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.
  • Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • 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).
  • 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.
  • Memorization - The ability to remember information such as words, numbers, pictures, and procedures.

Interests

  • Interest code: SAC
    • 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.
    • 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

  • Contact With Others - 85% responded “Constant contact with others.”
  • Face-to-Face Discussions - 86% responded “Every day.”
  • Electronic Mail - 87% responded “Every day.”
  • Work With Work Group or Team - 65% responded “Extremely important.”
  • Duration of Typical Work Week - 79% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled - 84% responded “Every day.”
  • Coordinate or Lead Others - 52% responded “Extremely important.”
  • Physical Proximity - 51% responded “Very close (near touching).”
  • Spend Time Standing - 40% responded “More than half the time.”
  • Frequency of Decision Making - 66% responded “Every day.”
  • Letters and Memos - 48% responded “Once a week or more but not every day.”
  • Structured versus Unstructured Work - 51% responded “Some freedom.”
  • Impact of Decisions on Co-workers or Company Results - 43% responded “Important results.”
  • Freedom to Make Decisions - 59% responded “Some freedom.”
  • Frequency of Conflict Situations - 45% responded “Every day.”
  • Time Pressure - 42% responded “Once a week or more but not every day.”
  • Telephone - 57% responded “Once a week or more but not every day.”
  • Deal With External Customers - 40% responded “Extremely important.”
  • Importance of Being Exact or Accurate - 40% responded “Very important.”
  • Public Speaking - 51% responded “Every day.”
  • Deal With Unpleasant or Angry People - 34% responded “Once a week or more but not every day.”
  • Responsible for Others' Health and Safety - 28% responded “Limited responsibility.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable - 34% responded “Never.”
  • Spend Time Walking and Running - 42% responded “Less than half the time.”

Education

Percentage of RespondentsEducation Level Required
73%Bachelor's degree
11%Post-baccalaureate certificate
11%Master's degree

Work Styles

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

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

Wages & Trends

  • Median wages (2017)
    • $57,160 annual
  • Employment (2016)
    • 1,411,000 employees
  • Projected growth (2016-2026)
    • Average (5% to 9%)
  • Projected job openings (2016-2026)
    • 112,800

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