Summary Report for:
25-2012.00 - Kindergarten Teachers, Except Special Education
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.
Sample of reported job titles: 4 Year Olds Kindergarten Teacher, Bilingual Kindergarten Teacher, Classroom Teacher, Elementary Teacher, Kinder Teacher, Kindergarten / First Grade Teacher, Kindergarten Teacher, Teacher, Title One Kindergarten Teacher
Tasks | Tools & Technology | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- 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.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
- Demonstrate activities to children.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Read books to entire classes or to small groups.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
- Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
- Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
- Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.
- Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Prepare and implement remedial programs for students requiring extra help.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.
- Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
- Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- 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 other professionals to discuss individual students' needs and progress.
- Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
- Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
- Guide and counsel students with adjustment or academic problems or special academic interests.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
- 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.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
- Attend staff meetings and serve on committees as required.
- Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.
- Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Prepare, administer, and grade tests and assignments to evaluate children's progress.
- Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.
Tools & Technology
Tools used in this occupation:
- 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
- Desktop computers
- Digital cameras — Compact digital cameras
- Intercom systems
- Laminators — Laminating machines
- Laser printers — Computer laser printers
- Notebook computers — Laptop computers
- Overhead projectors — Overhead display projectors
- Personal computers
- Sand or water tables or activity centers — Sand tables; Water tables
- Tactile toys — Pegboards
- Televisions — Television monitors
- Video cassette players or recorders — Video cassette recorders VCR
Technology used in this occupation:
- 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.
- 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.
- Instructing — Teaching others how to do something.
- 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.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Speaking — Talking to others to convey information effectively.
- Coordination — Adjusting actions in relation to others' actions.
- 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.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- 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.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Persuasion — Persuading others to change their minds or behavior.
- Negotiation — Bringing others together and trying to reconcile differences.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Speech Clarity — The ability to speak clearly so others can understand you.
- 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).
- 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 Recognition — The ability to identify and understand the speech of another person.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- 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).
- 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.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- 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.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
Detailed Work Activities
- Assist students with special educational needs.
- Arrange childcare or educational settings to ensure physical safety of children.
- Modify teaching methods or materials to accommodate student needs.
- Evaluate student work.
- Establish rules or policies governing student behavior.
- Apply multiple teaching methods.
- Monitor student behavior, social development, or health.
- Monitor student performance.
- Maintain student records.
- Develop strategies or programs for students with special needs.
- Order instructional or library materials or equipment.
- Administer tests to assess educational needs or progress.
- Encourage students.
- Supervise student research or internship work.
- Develop instructional objectives.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Teach life skills.
- Set up classroom materials or equipment.
- Document lesson plans.
- Prepare tests.
- Teach others to use technology or equipment.
- Plan educational activities.
- Collaborate with other teaching professionals to develop educational programs.
- Discuss problems or issues with supervisors.
- Discuss student progress with parents or guardians.
- Read to students.
- Serve on institutional or departmental committees.
- Provide for basic needs of children.
- Create technology-based learning materials.
- Maintain inventories of materials, equipment, or products.
- Prepare reports detailing student activities or performance.
- Advise students on academic or career matters.
- Supervise school or student activities.
- Plan experiential learning activities.
- Distribute instructional or library materials.
- Evaluate performance of educational staff.
- Display student work.
- Contact With Others — 91% responded “Constant contact with others.”
- Physical Proximity — 84% responded “Very close (near touching).”
- Work With Work Group or Team — 67% responded “Extremely important.”
- Face-to-Face Discussions — 69% responded “Every day.”
- Freedom to Make Decisions — 67% responded “A lot of freedom.”
- Frequency of Decision Making — 59% responded “Every day.”
- Structured versus Unstructured Work — 53% responded “A lot of freedom.”
- Coordinate or Lead Others — 48% responded “Extremely important.”
- Indoors, Environmentally Controlled — 63% responded “Every day.”
- Impact of Decisions on Co-workers or Company Results — 49% responded “Very important results.”
- Spend Time Standing — 68% responded “More than half the time.”
- Public Speaking — 59% responded “Every day.”
- Letters and Memos — 49% responded “Once a week or more but not every day.”
- Deal With External Customers — 43% responded “Extremely important.”
- Duration of Typical Work Week — 28% responded “40 hours.”
- Electronic Mail — 24% responded “Every day.”
- Frequency of Conflict Situations — 31% responded “Once a week or more but not every day.”
- Responsible for Others' Health and Safety — 34% responded “Limited responsibility.”
- Telephone — 41% responded “Once a week or more but not every day.”
- Time Pressure — 11% responded “Once a month or more but not every week.”
|Title||Job Zone Four: Considerable Preparation Needed|
|Education||Most of these occupations require a four-year bachelor's degree, but some do not.|
|Related 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.|
|Job Training||Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.|
|Job Zone Examples||Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, art directors, and cost estimators.|
|SVP Range||(7.0 to < 8.0)|
Percentage of Respondents
|Education Level Required|
|10||Some college, no degree|
Interest code: SA
- 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.
- Integrity — Job requires being honest and ethical.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- 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.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Persistence — Job requires persistence in the face of obstacles.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- 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 & Employment Trends
|Median wages (2014)||$50,600 annual|
|Employment (2012)||159,000 employees|
|Projected growth (2012-2022)||Average (8% to 14%)|
|Projected job openings (2012-2022)||65,100|
|Top industries (2012)|
Source: Bureau of Labor Statistics 2014 wage data and 2012-2022 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2012-2022). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- Kindergarten and Elementary School Teachers . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2014-15 Edition.