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Teach students in public or private schools in one or more subjects at the middle, intermediate, or junior high level, which falls between elementary and senior high school as defined by applicable State laws and regulations. (O'Net 25-2022.00)
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| Reported job titles:
Algebra Teacher,
American History Teacher,
Art Educator,
Art Instructor,
Art Teacher,
Band Director
(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 |
n/a
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n/a
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n/a
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$ 54,250 |
$ 52,480 |
$ 41,980 -
$ 64,930
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| Burlington-South Burlington, VT Metropolitan NECTA |
n/a
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n/a
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n/a
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$ 60,950 |
$ 60,100 |
$ 48,960 -
$ 72,950
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| Southern Vermont Balance of State |
n/a
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n/a
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n/a
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$ 53,910 |
$ 51,570 |
$ 42,440 -
$ 62,320
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| Northern Vermont Balance of State |
n/a
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n/a
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n/a
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$ 47,080 |
$ 45,020 |
$ 36,100 -
$ 56,570
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source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released May 2013. |
| n/a - For some occupations that do not generally work full time year-round, only hourly wages or annual salaries are reported depending on how they are typically paid. |
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| Location |
Employment |
Annual % change
(compounded) |
Annual job openings
(due to growth and
net replacements) |
| 2010 |
2020 |
| Vermont |
1,338 |
1,406 |
0.5% |
36 |
| Burlington-South Burlington, VT Metropolitan NECTA |
387 |
407 |
0.5% |
10 |
| Southern Vermont Balance of State |
621 |
652 |
0.5% |
17 |
| Northern Vermont Balance of State |
330 |
350 |
0.6% |
9 |
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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 |
| Educational Services |
1,313 |
99% |
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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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Establish and enforce rules for behavior and procedures for maintaining order among students. |
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Adapt teaching methods and instructional materials to meet students' varying needs and interests. |
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Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies. |
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Prepare, administer, and grade tests and assignments to evaluate students' progress. |
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Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students. |
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Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
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Maintain accurate, complete, and correct student records as required by laws, district policies, and administrative regulations. |
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Observe and evaluate students' performance, behavior, social development, and physical health. |
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Prepare materials and classrooms for class activities. |
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Assign lessons and correct homework. |
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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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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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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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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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Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
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Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
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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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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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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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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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Communications and Media - Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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Instructing - Teaching others how to do something. |
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Speaking - Talking to others to convey information effectively. |
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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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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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Reading Comprehension - Understanding written sentences and paragraphs in work related documents. |
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Time Management - Managing one's own time and the time of others. |
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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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Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. |
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Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. |
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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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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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Oral Expression - The ability to communicate information and ideas in speaking so others will understand. |
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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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Speech Clarity - The ability to speak clearly so others can understand you. |
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Speech Recognition - The ability to identify and understand the speech of another person. |
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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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Written Comprehension - The ability to read and understand information and ideas presented in writing. |
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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. |
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Written Expression - The ability to communicate information and ideas in writing so others will understand. |
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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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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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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
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Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. |
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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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Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. |
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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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Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
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Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. |
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Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. |
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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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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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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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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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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. |
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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated June 2008 |
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Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
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Integrity - Job requires being honest and ethical. |
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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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Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
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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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Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
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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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Initiative - Job requires a willingness to take on responsibilities and challenges. |
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Persistence - Job requires persistence in the face of obstacles. |
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Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. |
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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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| source: Vermont Department of Labor, Licensed & Certified Occupations in Vermont, 2009. |
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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: Middle School Teachers, Except Special and Vocational Education updated July 2005 |
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Related Instructional Programs |
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- Computer Teacher Education
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- English/Language Arts Teacher Education
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- Family & Consumer Sciences/Home Economics Teacher Education
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- Foreign Language Teacher Education
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- Health Occupations Teacher Education
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- History Teacher Education
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- Junior High/Intermediate/Middle School Education & Teaching
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- Mathematics Teacher Education
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- Montessori Teacher Education
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- Physical Education Teaching and Coaching
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- Reading Teacher Education
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- Science Teacher Education/General Science Teacher Education
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- Social Science Teacher Education
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- Social Studies Teacher Education
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- Teacher Education & Professional Development, Specific Subject Areas, Other
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- Technology Teacher Education/Industrial Arts Teacher Education
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- Waldorf/Steiner Teacher Education
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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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| 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 Middle School Teachers, Except Special and Vocational Education : |
| Teachers?kindergarten, elementary, middle, and secondary |
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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 Middle School Teachers, Except Special and Vocational Education , go to
O*NET Online Detail Report. |
For the O*NET Online home page, go to 
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| source: Occupational Information Network: Middle School Teachers, Except Special and Vocational Education |
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