What they do
|
Teach elemental natural and social science, personal hygiene, music, art, and literature to kindergarten students. Promote physical, mental, and social development. May be required to hold State certification.
|
| |
| Also called: |
|
Bilingual Kindergarten Teacher, Classroom Teacher, Educator, Instructor, Kinder Teacher, Kindergarten Classroom Teacher, Kindergarten Teacher, Teacher, Title One Kindergarten Teacher, Transitional Kindergarten Teacher
|
| |
|
|
|
| |
Wages
|
|
| Vermont - 2020 |
| Percentile1 | Hourly | Yearly |
| 10% |
n/a |
$33,970 |
| 25% |
n/a |
$46,390 |
| Median |
n/a |
$55,900 |
| 75% |
n/a |
$64,810 |
| 90% |
n/a |
$75,900 |
|
| Average |
n/a |
$55,580 |
|
|
| More at CareerOneStop |
|
| | |
Industries of Employment
| United States - 2018 |
| Industry | Percent of total |
- Educational services; state, local, and private
| 94% |
| 3% |
- Religious, grantmaking, civic, professional, and similar organizations
| 2% |
- Local government, excluding education and hospitals
| 0% |
| More at BLS |
|
|
| |
Knowledge
| People in this career often know a lot about: |
- 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.
|
- 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.
|
- 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.
|
| More at O*NET |
|
|
| |
Skills
| People in this career often have these skills: |
- Instructing
Teaching others how to do something.
|
- Social Perceptiveness
Being aware of others' reactions and understanding why they react as they do.
|
- 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.
|
- Learning Strategies
Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
|
- Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
|
| More at O*NET |
|
|
| |
Interests
| People in this career often prefer these work environments: |
- 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.
|
| What are your interests? Take the O*NET Interest Profiler |
|
|
| |
Work Styles
| People in this career will do well at jobs that need: |
- Integrity
Job requires being honest and ethical.
|
- 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.
|
- Persistence
Job requires persistence in the face of obstacles.
|
| More at O*NET |
|
|
| |
Other Resources
|
- CareerOneStop
resource for job seekers, students, businessess and career professionals
|
- O*NET Online
nation's primary source of occupational information
|
|
|
|
|
| |
| Related Occupations
|
| |
|
|
Projected Employment
|
|
| Vermont |
| 2018 employment |
254 |
| 2028 employment |
246 |
Annual percent change
(compounded) |
-0.3% |
Annual projected job openings
(due to change and separations) |
24 |
| More at Occupational Projections |
|
| | |
Education and Experience:
- Typical education needed for entry
Bachelor's degree
|
- Work experience in a related occupation
None
|
- Typical on-the-job training needed to attain competency
None
|
| Based on BLS Education and Training Classifications |
|
|
| |
Job Zone
| Considerable Preparation Needed |
- Specific Vocational Preparation Range
(7.0 to < 8.0) - A typical worker will require
over 2 years up to and including 4 years
of training to achieve average performance in this occupation.
|
| Based on O*Net Job Zones and SVP |
|
|
| |
Education Level
| How much education do most people in this career have? |
| Education level |  | Percent of
U.S. Workers |
Doctoral or professional degree
or post-MA certificate | | 0% |
Master's degree or
post-BA certificate | | 24% |
| Bachelor's degree | | 76% |
| Associate's degree | | 0% |
Certificate or some college,
no degree | | 0% |
High school diploma
or equivalent | | 0% |
| Less than high school diploma | | 0% |
| More at O*NET |
|
|
| |
Licensing
| Vermont may require an occupational license: |
|
| Select a license for details |
|
|
| |
Abilities
| People in this career often have talent in: |
- Oral Expression
The ability to communicate information and ideas in speaking so others will understand.
|
- Written Comprehension
The ability to read and understand information and ideas presented in writing.
|
- 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.
|
| More at O*NET |
|
|
| |
Work Activities
| In general, what you might do: |
- Thinking Creatively
Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
|
- Organizing, Planning, and Prioritizing Work
Developing specific goals and plans to prioritize, organize, and accomplish your work.
|
- Establishing and Maintaining Interpersonal Relationships
Developing constructive and cooperative working relationships with others, and maintaining them over time.
|
- Developing Objectives and Strategies
Establishing long-range objectives and specifying the strategies and actions to achieve them.
|
- Making Decisions and Solving Problems
Analyzing information and evaluating results to choose the best solution and solve problems.
|
| More at O*NET |
|
|
| |
Detailed Work Activities
| What you might do in a day: |
- Establish rules or policies governing student behavior.
|
|
- Modify teaching methods or materials to accommodate student needs.
|
|
- Apply multiple teaching methods.
|
| More at O*NET |
|
|
| |
Tasks
| On the job, you would: |
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
|
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
|
- Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
|
- Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
|
- Demonstrate activities to children.
|
| More at O*NET |
|
|
| |
|
