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Teach or instruct courses other than those that normally lead to an occupational objective or degree. Courses may include self-improvement, nonvocational, and nonacademic subjects. Teaching may or may not take place in a traditional educational institution. (O'Net 25-3021.00)
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| Reported job titles:
Acting Teacher,
Adult Education Teacher,
Adult Educator,
Adventure Education Teacher,
Americanization Teacher,
Art Educator
(view all job titles)
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Career Video
for Education and Training |
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| Locations
| May 2009 |
| hourly rates |
annual rates |
| Average |
Median |
Midrange |
Average |
Median |
Midrange |
| Vermont |
$18.84 |
$15.46 |
$12.91 -
$21.99
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$ 39,200 |
$ 32,150 |
$ 26,860 -
$ 45,740
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| Burlington-South Burlington MSA |
$22.41 |
$15.71 |
$13.11 -
$32.60
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$ 46,620 |
$ 32,680 |
$ 27,280 -
$ 67,820
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| Southern Vermont Balance of State |
$15.25 |
$15.32 |
$ 9.61 -
$18.55
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$ 31,720 |
$ 31,860 |
$ 19,980 -
$ 38,580
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| Northern Vermont Balance of State |
$16.37 |
$15.29 |
$13.39 -
$19.16
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$ 34,050 |
$ 31,800 |
$ 27,840 -
$ 39,860
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source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released June 2010. |
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| Location |
Employment |
Annual % change
(compounded) |
Annual job openings
(due to growth and
net replacements) |
| 2008 |
2018 |
| Vermont |
511 |
607 |
1.7% |
18 |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, released August 2010. |
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| Industry |
Vermont |
2008
Employment |
Percent
of Total |
| Total Self-Employed and Unpaid Family Workers, Primary Job |
169 |
34% |
| Educational Services |
96 |
19% |
| Social Assistance |
69 |
14% |
| Religious, Grantmaking, Civic, Professional, and Similar Organizations |
55 |
11% |
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source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, released August 2010. |
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Adapt teaching methods and instructional materials to meet students' varying needs and interests. |
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Conduct classes, workshops, and demonstrations, and provide individual instruction to teach topics and skills such as cooking, dancing, writing, physical fitness, photography, personal finance, and flying. |
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Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives. |
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Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. |
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Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations. |
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Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. |
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Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. |
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Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
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Prepare materials and classrooms for class activities. |
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Enforce policies and rules governing students. |
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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 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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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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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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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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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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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 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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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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Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
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Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. |
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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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Coordination - Adjusting actions in relation to others' actions. |
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Time Management - Managing one's own time and the time of others. |
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Service Orientation - Actively looking for ways to help people. |
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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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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 2005 |
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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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Speech Clarity - The ability to speak clearly so others can understand you. |
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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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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). |
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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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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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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). |
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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 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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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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Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
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Performing for or Working Directly with the Public - Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
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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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Performing General Physical Activities - Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. |
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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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Communicating with Persons Outside Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
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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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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 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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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: Self-Enrichment Education Teachers updated June 2008 |
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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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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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Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. |
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Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. |
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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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Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
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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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Initiative - Job requires a willingness to take on responsibilities and challenges. |
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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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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 2005 |
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| No state licenses listed for this occupation.
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Job Zone Three: Medium Preparation Needed |
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Education: Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. |
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Training: Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. |
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Experience: Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. |
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| source: Occupational Information Network: Self-Enrichment Education Teachers updated December 2005 |
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| source: National Center for Education Statistics 2000 Classification of Instructional Programs
and Consortium of Vermont Colleges. |
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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 Self-Enrichment Education Teachers . |
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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 Self-Enrichment Education Teachers : |
| Teachers?self-enrichment education |
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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 Self-Enrichment Education Teachers , go to
O*NET Online Detail Report. |
For the O*NET Online home page, go to 
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| source: Occupational Information Network: Self-Enrichment Education Teachers |
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