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Summary Report for:
25-2011.00 - Preschool Teachers, Except Special Education

Instruct preschool-aged children in activities designed to promote social, physical, and intellectual growth needed for primary school in preschool, day care center, or other child development facility. May be required to hold State certification.

Sample of reported job titles: Early Childhood Teacher, Group Teacher, Head Start Teacher, Headstart Teacher, Lead Teacher, Pre-Kindergarten Teacher (Pre-K Teacher), Preschool Teacher, Teacher, Teacher Assistant, Toddler Teacher

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Tasks  |  Technology Skills  |  Tools Used  |  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

Tasks

  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, storytelling, and field trips.
  • 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.
  • Read books to entire classes or to small groups.
  • Attend to children's basic needs by feeding them, dressing them, and changing their diapers.
  • Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
  • Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
  • Serve meals and snacks in accordance with nutritional guidelines.
  • Teach proper eating habits and personal hygiene.
  • Prepare materials and classrooms for class activities.
  • Enforce all administration policies and rules governing students.
  • Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
  • Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Arrange indoor and outdoor space to facilitate creative play, motor-skill activities, and safety.
  • Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
  • Demonstrate activities to children.
  • Meet with other professionals to discuss individual students' needs and progress.
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  • Organize and label materials and display students' work in a manner appropriate for their ages and perceptual skills.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Prepare reports on students and activities as required by administration.
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool programs.
  • Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.
  • Attend staff meetings and serve on committees as required.
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  • Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
  • Administer tests to help determine children's developmental levels, needs, and potential.
  • Prepare and implement remedial programs for students requiring extra help.
  • Perform administrative duties, such as hall and cafeteria monitoring and bus loading and unloading.
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers.

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Technology Skills

  • Computer based training software — Children's educational software
  • Data base user interface and query software — Data entry software Hot technology
  • Electronic mail software — Email software
  • Office suite software — Microsoft Office
  • Spreadsheet software — Microsoft Excel Hot technology
  • Word processing software — Microsoft Word

Hot technology Hot Technology — a technology requirement frequently included in employer job postings.

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Tools Used

  • Balance or gross motor equipment — Play structures
  • Board games — Educational board games
  • Building blocks — Toy block sets
  • Cognitive toys — Educational toys
  • Compact disk players or recorders — Compact disk CD players
  • Desktop computers
  • Digital cameras — Compact digital cameras
  • Emergency medical services first aid kits — Emergency first aid kits
  • Personal computers
  • Photocopiers — Photocopying equipment
  • Puzzles — Educational puzzles
  • Sand or water tables or activity centers — Sand tables; Water tables
  • Tactile toys — Pegboards

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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.
  • 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.
  • Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.

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Skills

  • Speaking — Talking to others to convey information effectively.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • 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.
  • Coordination — Adjusting actions in relation to others' actions.
  • 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.
  • 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.
  • Service Orientation — Actively looking for ways to help people.
  • 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.
  • Time Management — Managing one's own time and the time of others.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Persuasion — Persuading others to change their minds or behavior.

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Abilities

  • 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.
  • 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 Clarity — The ability to speak clearly so others can understand you.
  • 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.
  • 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).
  • 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).
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
  • Far Vision — The ability to see details at a distance.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
  • Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
  • Speed of Closure — The ability to quickly make sense of, combine, and organize information into meaningful patterns.

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Work Activities

  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • 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.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • 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.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • 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.
  • 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.
  • 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.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • 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.
  • 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.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

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Detailed Work Activities

  • Establish rules or policies governing student behavior.
  • Plan educational activities.
  • Teach life skills.
  • Monitor student behavior, social development, or health.
  • Evaluate student work.
  • Monitor student performance.
  • Read to students.
  • Provide for basic needs of children.
  • Set up classroom materials or equipment.
  • Assist students with special educational needs.
  • Discuss problems or issues with supervisors.
  • Discuss student progress with parents or guardians.
  • Enforce rules or policies governing student behavior.
  • Develop instructional objectives.
  • Modify teaching methods or materials to accommodate student needs.
  • Arrange childcare or educational settings to ensure physical safety of children.
  • Maintain student records.
  • Administer tests to assess educational needs or progress.
  • Apply multiple teaching methods.
  • Develop strategies or programs for students with special needs.
  • Collaborate with other teaching professionals to develop educational programs.
  • Attend training sessions or professional meetings to develop or maintain professional knowledge.
  • Display student work.
  • Supervise school or student activities.
  • Prepare reports detailing student activities or performance.
  • Plan experiential learning activities.
  • Evaluate performance of educational staff.
  • Supervise student research or internship work.
  • Serve on institutional or departmental committees.
  • Distribute instructional or library materials.
  • Maintain inventories of materials, equipment, or products.
  • Order instructional or library materials or equipment.

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Work Context

  • Face-to-Face Discussions — 86% responded “Every day.”
  • Contact With Others — 85% responded “Constant contact with others.”
  • Work With Work Group or Team — 71% responded “Extremely important.”
  • Freedom to Make Decisions — 47% responded “A lot of freedom.”
  • Physical Proximity — 64% responded “Very close (near touching).”
  • Structured versus Unstructured Work — 44% responded “A lot of freedom.”
  • Frequency of Decision Making — 66% responded “Every day.”
  • Coordinate or Lead Others — 44% responded “Extremely important.”
  • Impact of Decisions on Co-workers or Company Results — 42% responded “Very important results.”
  • Deal With External Customers — 37% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 64% responded “Every day.”
  • Frequency of Conflict Situations — 32% responded “Every day.”
  • Responsible for Others' Health and Safety — 36% responded “Very high responsibility.”
  • Spend Time Standing — 45% responded “About half the time.”
  • Telephone — 33% responded “Once a week or more but not every day.”
  • Letters and Memos — 40% responded “Once a month or more but not every week.”
  • Responsibility for Outcomes and Results — 24% responded “Very high responsibility.”
  • Importance of Being Exact or Accurate — 24% responded “Important.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 39% responded “Every day.”
  • Time Pressure — 36% responded “Once a month or more but not every week.”
  • Deal With Unpleasant or Angry People — 24% responded “Once a year or more but not every month.”
  • Exposed to Disease or Infections — 30% responded “Every day.”
  • Spend Time Walking and Running — 39% responded “About half the time.”

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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, travel guides, electricians, agricultural technicians, barbers, nannies, and medical assistants.
SVP Range (6.0 to < 7.0)

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Education


Percentage of Respondents
Education Level Required
25   Some college, no degree
22   Associate's degree
21   Bachelor's degree

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Credentials

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Interests

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.

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Work Styles

  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Integrity — Job requires being honest and ethical.
  • 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.
  • 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.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • 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.
  • 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.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.

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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.
  • 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.

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Wages & Employment Trends

Median wages (2016) $13.84 hourly, $28,790 annual
State wages Local Salary Info
 
Employment (2014) 441,000 employees
Projected growth (2014-2024) Average (5% to 8%) Average (5% to 8%)
Projected job openings (2014-2024) 158,700
State trends Employment Trends
 
Top industries (2014)

Source: Bureau of Labor Statistics 2016 wage data external site and 2014-2024 employment projections external site. "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.

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Job Openings on the Web

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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.

  • Preschool teachers external site. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.

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