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Summary Report for:
25-3021.00 - Self-Enrichment Education Teachers

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.

Sample of reported job titles: Dance Instructor, Martial Arts Instructor, Piano Teacher, Ballet Teacher, Driving Instructor, Gymnastics Instructor, Swimming Instructor, Flute Teacher, Scuba Diving Instructor, Ceramics Instructor

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Tasks  |  Tools & Technology  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings

Tasks

  • Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives.
  • Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.
  • Enforce policies and rules governing students.
  • Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
  • 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.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Prepare instructional program objectives, outlines, and lesson plans.

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Tools & Technology

Tools used in this occupation:

Domestic sewing machines — Sewing machines
Pianos
Scanners — Data input scanners
Specialty brushes — Oil painting brushes; Watercolor painting brushes
Still cameras — 35 millimeter cameras

Technology used in this occupation:

Data base user interface and query software — Data entry software; Microsoft Access
Electronic mail software — Email software
Graphics or photo imaging software — Adobe Systems Adobe Photoshop software; Corel Paint Shop Pro
Internet browser software — Microsoft Internet Explorer *; Web browser software
Spreadsheet software — Microsoft Excel

* Software developed by a government agency and/or distributed as freeware or shareware.

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Knowledge

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.
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.
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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Skills

Speaking — Talking to others to convey information effectively.
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.
Instructing — Teaching others how to do something.
Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
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.
Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
Coordination — Adjusting actions in relation to others' actions.
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.

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Abilities

Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
Speech Clarity — The ability to speak clearly so others can understand you.
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.
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).
Written Comprehension — The ability to read and understand information and ideas presented in writing.
Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
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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Work Activities

Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
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.
Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
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.
Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.

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Work Context

Contact With Others — 71% responded “Constant contact with others.”
Freedom to Make Decisions — 51% responded “A lot of freedom.”
Deal With External Customers — 55% responded “Extremely important.”
Physical Proximity — 41% responded “Very close (near touching).”
Face-to-Face Discussions — 43% responded “Every day.”
Indoors, Environmentally Controlled — 51% responded “Every day.”
Structured versus Unstructured Work — 40% responded “Some freedom.”
Impact of Decisions on Co-workers or Company Results — 45% responded “Important results.”
Telephone — 34% responded “Once a month or more but not every week.”
Work With Work Group or Team — 36% responded “Extremely important.”

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Job Zone

Title Job Zone Three: Medium Preparation Needed
Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
Related 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.
Job 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.
Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, occupational therapy assistants, and medical assistants.
SVP Range (6.0 to < 7.0)

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Education


Percentage of Respondents
Education Level Required
30   High school diploma or equivalent Help
20   Bachelor's degree
14   Master's degree

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Credentials

Find Training Find Certifications Find Licenses

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Interests

Interest code: SAE

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.
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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Work Styles

Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
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.
Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
Integrity — Job requires being honest and ethical.
Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.

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Work Values

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.
Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
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.

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Wages & Employment Trends

Median wages (2013) $17.07 hourly, $35,500 annual
State wages Local Salary Info
 
Employment (2012) 316,000 employees
Projected growth (2012-2022) Average (8% to 14%) Average (8% to 14%)
Projected job openings (2012-2022) 97,900
State trends Employment Trends
 
Top industries (2012)

Source: Bureau of Labor Statistics 2013 wage data external site and 2012-2022 employment projections external site. "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.

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Job Openings on the Web

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