Summary Report for:
25-9041.00 - Teacher Assistants
Perform duties that are instructional in nature or deliver direct services to students or parents. Serve in a position for which a teacher has ultimate responsibility for the design and implementation of educational programs and services.
Sample of reported job titles: Educational Technician, Instructional Aide, Instructional Assistant, Paraeducator, Paraprofessional, Special Education Paraprofessional, Special Education Teaching Assistant, Teacher Aide, Teacher Assistant, Teaching Assistant
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
- Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities.
- Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
- Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
- Enforce administration policies and rules governing students.
- Discuss assigned duties with classroom teachers to coordinate instructional efforts.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Observe students' performance, and record relevant data to assess progress.
- Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.
- Prepare lesson materials, bulletin board displays, exhibits, equipment, and demonstrations.
- Organize and supervise games and other recreational activities to promote physical, mental, and social development.
- Distribute teaching materials such as textbooks, workbooks, papers, and pencils to students.
- Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Attend staff meetings and serve on committees, as required.
- Type, file, and duplicate materials.
- Laminate teaching materials to increase their durability under repeated use.
- Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
- Carry out therapeutic regimens such as behavior modification and personal development programs, under the supervision of special education instructors, psychologists, or speech-language pathologists.
- Assist in bus loading and unloading.
- Maintain computers in classrooms and laboratories and assist students with hardware and software use.
- Distribute tests and homework assignments and collect them when they are completed.
- Grade homework and tests, and compute and record results, using answer sheets or electronic marking devices.
- Take class attendance and maintain attendance records.
- Prepare lesson outlines and plans in assigned subject areas and submit outlines to teachers for review.
- Participate in teacher-parent conferences regarding students' progress or problems.
- Conduct demonstrations to teach such skills as sports, dancing, and handicrafts.
- Plan, prepare, and develop various teaching aids such as bibliographies, charts, and graphs.
- Requisition and stock teaching materials and supplies.
- Operate and maintain audio-visual equipment.
- Collect money from students for school-related projects.
Tools & Technology
Tools used in this occupation:
- Adaptive communication switches for the physically challenged — Jellybean switches; Sound switches
- Balance or gross motor equipment — Play structures
- Board games — Educational board games
- Braille devices for the physically challenged — Braille slates; Braille styluses
- Building blocks — Toy block sets
- Cassette players or recorders — Audio tape recorders or players
- Childrens science kits — Science activity kits
- Compact disk players or recorders — Compact disk CD players
- Computer mouse or trackballs — Eye controlled computer mouse equipment; Foot operated mouse equipment; Trackballs
- Desktop calculator — Talking calculators
- Desktop computers
- Digital camcorders or video cameras — Digital video cameras
- Digital video disk players or recorders — Digital video disk DVD players
- Emergency medical services first aid kits — Emergency first aid kits
- Enteral feeding administration sets — Enteral feeding equipment
- Game pads or joy sticks — Head operated joysticks; Mouth operated joysticks
- Intercom systems
- Keyboards — Alternative computer keyboards
- Laminators — Laminating equipment
- Laser printers — Computer laser printers
- Letter or symbol boards for the physically challenged — Communication boards
- Liquid crystal display projector — Liquid crystal display LCD projectors
- Medical gas cylinders or related devices — Portable oxygen equipment
- Medical suction cannulas or tubes or accessories — Oral suction tubes
- Notebook computers — Laptop computers
- Overhead projectors
- Page turners for the physically challenged — Page turners
- Personal computers
- Sand or water tables or activity centers — Sand tables; Water tables
- Scanners — Data input scanners; Reading pens
- Tactile toys — Pegboards
- Telecommunication devices TDD or teletypewriters TTY for the physically challenged — Teletypewriters TTY
- Televisions — Television monitors
- Touch screen monitors — Interactive whiteboards; Wireless touch screen monitors
- Video cassette players or recorders — Video cassette recorders VCR
- Visual presenters — Video magnifiers
- Voice synthesizers for the physically challenged — Portable communication devices
- Writing aids for the physically challenged — Word prediction software
Technology used in this occupation:
- Calendar and scheduling software — High School Scheduling and Transcript HSST *
- Computer based training software — Children's educational software; Text to speech software
- Data base user interface and query software — Automate the Schools ATS *; Data entry software; Special Education Student Information System SESIS *; Student information systems SIS
- Device drivers or system software — Screen magnification software; Screen reader software
- Electronic mail software — Email software
- Internet browser software — Web browser software
- Presentation software — Microsoft PowerPoint
- Spell checkers — Hand held spell checkers
- Spreadsheet software — Microsoft Excel
- Word processing software — Microsoft Word
* Software developed by a government agency and/or distributed as freeware or shareware.
- 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.
- 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.
- Speaking — Talking to others to convey information effectively.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Instructing — Teaching others how to do something.
- Service Orientation — Actively looking for ways to help people.
- 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.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- 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.
- Speech Clarity — The ability to speak clearly so others can understand you.
- Speech Recognition — The ability to identify and understand the speech of another person.
- 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.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- 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.
- 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).
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- 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.
- 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.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- 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.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Detailed Work Activities
- Assist students with special educational needs.
- Develop instructional materials.
- Teach physical education.
- Evaluate student work.
- Apply multiple teaching methods.
- Monitor student performance.
- Maintain student records.
- Document lesson plans.
- Set up classroom materials or equipment.
- Teach others to use technology or equipment.
- Plan educational activities.
- Discuss student progress with parents or guardians.
- Tutor students who need extra assistance.
- Serve on institutional or departmental committees.
- Collaborate with other teaching professionals to develop educational programs.
- Create technology-based learning materials.
- Maintain inventories of materials, equipment, or products.
- Supervise school or student activities.
- Enforce rules or policies governing student behavior.
- Distribute instructional or library materials.
- Operate audiovisual equipment.
- Display student work.
- Maintain computer equipment or software.
- Assist other educational professionals with projects or research.
- Contact With Others — 82% responded “Constant contact with others.”
- Face-to-Face Discussions — 74% responded “Every day.”
- Work With Work Group or Team — 62% responded “Extremely important.”
- Physical Proximity — 43% responded “Moderately close (at arm's length).”
- Freedom to Make Decisions — 43% responded “Some freedom.”
- Coordinate or Lead Others — 40% responded “Extremely important.”
- Electronic Mail — 48% responded “Every day.”
- Structured versus Unstructured Work — 44% responded “Some freedom.”
- Indoors, Environmentally Controlled — 55% responded “Every day.”
- Impact of Decisions on Co-workers or Company Results — 26% responded “Very important results.”
- Spend Time Standing — 52% responded “About half the time.”
- Telephone — 43% responded “Once a week or more but not every day.”
- Deal With External Customers — 25% responded “Extremely important.”
- Letters and Memos — 27% responded “Once a week or more but not every day.”
- Frequency of Decision Making — 35% responded “Every day.”
- Exposed to Disease or Infections — 29% responded “Never.”
|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)|
Percentage of Respondents
|Education Level Required|
|31||Some college, no degree|
Interest code: SC
- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
- Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
- 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.
- Integrity — Job requires being honest and ethical.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- 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.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Persistence — Job requires persistence in the face of obstacles.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- 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.
- Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical.
- 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.
Wages & Employment Trends
|Median wages (2014)||$24,430 annual|
|Employment (2012)||1,223,000 employees|
|Projected growth (2012-2022)||Average (8% to 14%)|
|Projected job openings (2012-2022)||382,600|
|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.
- Teacher Assistants . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2014-15 Edition.