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Promote, maintain, and improve individual and community health by assisting individuals and communities to adopt healthy behaviors. Collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies and environments. May also serve as a resource to assist individuals, other professionals, or the community, and may administer fiscal resources for health education programs. (O'Net 21-1091.00)
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| Reported job titles:
Advanced Cardiovascular Life Support Coordinator (ACLS Coordinator),
Area Coordinator,
Basic Life Support / Cardiopulmonary Resuscitation Program Coordinator (BLS / CPR Program Coordinator),
Certified Diabetes Educator,
Child Development Specialist,
Child Health Associate
(view all job titles)
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Career Video
for Education and Training |
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| Locations
| May 2012 |
| hourly rates |
annual rates |
| Average |
Median |
Midrange |
Average |
Median |
Midrange |
| Vermont |
$ 22.71 |
$ 21.13 |
$ 17.09 -
$ 27.61
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$ 47,240 |
$ 43,960 |
$ 35,550 -
$ 57,430
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| Burlington-South Burlington, VT Metropolitan NECTA |
$ 20.53 |
$ 19.62 |
$ 15.93 -
$ 24.37
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$ 42,710 |
$ 40,800 |
$ 33,130 -
$ 50,680
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| Southern Vermont Balance of State |
$ 23.90 |
$ 21.33 |
$ 17.48 -
$ 30.12
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$ 49,710 |
$ 44,360 |
$ 36,350 -
$ 62,660
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| Northern Vermont Balance of State |
$ 26.65 |
$ 26.61 |
$ 20.70 -
$ 32.92
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$ 55,430 |
$ 55,350 |
$ 43,050 -
$ 68,470
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source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released May 2013. |
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| Location |
Employment |
Annual % change
(compounded) |
Annual job openings
(due to growth and
net replacements) |
| 2010 |
2020 |
| Vermont |
300 |
364 |
2.0% |
12 |
| Burlington-South Burlington, VT Metropolitan NECTA |
138 |
161 |
1.6% |
5 |
| Southern Vermont Balance of State |
86 |
105 |
2.0% |
4 |
| Northern Vermont Balance of State |
77 |
97 |
2.3% |
4 |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, statewide estimates released August 2012, area estimates released April 2013. |
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| Industry |
Vermont |
2010
Employment |
Percent
of Total |
| State Government, Excluding Education and Hospitals |
92 |
31% |
| Hospitals |
65 |
22% |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, released August 2012. |
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Document activities and record information, such as the numbers of applications completed, presentations conducted, and persons assisted. |
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Develop and present health education and promotion programs, such as training workshops, conferences, and school or community presentations. |
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Develop and maintain cooperative working relationships with agencies and organizations interested in public health care. |
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Prepare and distribute health education materials, including reports, bulletins, and visual aids such as films, videotapes, photographs, and posters. |
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Develop operational plans and policies necessary to achieve health education objectives and services. |
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Collaborate with health specialists and civic groups to determine community health needs and the availability of services and to develop goals for meeting needs. |
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Maintain databases, mailing lists, telephone networks, and other information to facilitate the functioning of health education programs. |
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Supervise professional and technical staff in implementing health programs, objectives, and goals. |
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Design and conduct evaluations and diagnostic studies to assess the quality and performance of health education programs. |
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Provide program information to the public by preparing and presenting press releases, conducting media campaigns, or maintaining program-related web sites. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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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. |
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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. |
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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. |
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English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
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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. |
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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. |
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Sociology and Anthropology - Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
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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. |
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Therapy and Counseling - Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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Instructing - Teaching others how to do something. |
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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. |
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Speaking - Talking to others to convey information effectively. |
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Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
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Reading Comprehension - Understanding written sentences and paragraphs in work related documents. |
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Service Orientation - Actively looking for ways to help people. |
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Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
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Time Management - Managing one's own time and the time of others. |
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Writing - Communicating effectively in writing as appropriate for the needs of the audience. |
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Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. |
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Oral Expression - The ability to communicate information and ideas in speaking so others will understand. |
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Written Expression - The ability to communicate information and ideas in writing so others will understand. |
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Speech Clarity - The ability to speak clearly so others can understand you. |
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Written Comprehension - The ability to read and understand information and ideas presented in writing. |
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Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
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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. |
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Speech Recognition - The ability to identify and understand the speech of another person. |
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Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. |
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Near Vision - The ability to see details at close range (within a few feet of the observer). |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
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Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
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Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. |
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Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. |
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Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. |
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Monitor Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
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Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
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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. |
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Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. |
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Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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Social - Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
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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. |
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| source: Occupational Information Network: Health Educators updated June 2008 |
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Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
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Integrity - Job requires being honest and ethical. |
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Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
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Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
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Self Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
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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. |
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Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
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Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
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Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
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Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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| No state licenses listed for this occupation.
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Job Zone Four: Considerable Preparation Needed |
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Education: Most of these occupations require a four-year bachelor's degree, but some do not. |
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Training: Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
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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. |
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| source: Occupational Information Network: Health Educators updated June 2006 |
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Related Instructional Programs |
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- Community Health Services/Liaison/Counseling
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- International Public Health/International Health
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- Maternal and Child Health
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- Public Health Education and Promotion
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| | Search for schools offering these programs at |
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| source: National Center for Education Statistics 2000 Classification of Instructional Programs
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| Labor Exchange Information |
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A source for occupational characteristics, such as age, gender, race, and years of education
and an alternative source for occupational wage rates.
Limited to people looking for jobs and the jobs advertised through VDOL
Vermont Job Link. |
| Look for statewide information over the latest 12 months for Health Educators . |
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| Occupational Outlook Handbook |
| The Occupational Outlook Handbook is a nationally recognized source of career information, designed to provide valuable assistance to individuals making decisions about their future work lives. Revised every two years, the Handbook describes what workers do on the job, working conditions, the training and education needed, earnings, and expected job prospects in a wide range of occupations. |
| Handbook occupations related to Health Educators : |
| Health educators |
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| O*NET™ Online |
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O*NET Online is an interactive web site for those interested in exploring occupations through O*NET, The Occupational Information Network database.
All of the descriptive information on this page comes from the O*NET database, version 14.0, released July 2009.
The O*NET database takes the place of the Dictionary of Occupational Titles (DOT) as the nation's primary source of occupational information. |
| For additional information on Health Educators , go to
O*NET Online Detail Report. |
For the O*NET Online home page, go to 
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| source: Occupational Information Network: Health Educators |
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