Summary Report for:
25-2012.00 - Kindergarten Teachers, Except Special Education
Teach academic and social skills to kindergarten students.
Sample of reported job titles: Bilingual Kindergarten Teacher, Classroom Teacher, Educator, Instructor, Kinder Teacher, Kindergarten Classroom Teacher, Kindergarten Teacher, Teacher, Title One Kindergarten Teacher, Transitional Kindergarten Teacher
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
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- 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.
- Demonstrate activities to children.
- Read books to entire classes or to small groups.
- Guide and counsel students with adjustment or academic problems or special academic interests.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Prepare and implement remedial programs for students requiring extra help.
- Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
- Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
- Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Meet with other professionals to discuss individual students' needs and progress.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.
- Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
- Prepare, administer, and grade tests and assignments to evaluate children's progress.
- Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
- Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.
- Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
- Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
- Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.
- Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
- Attend staff meetings and serve on committees as required.
- Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
- Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
- Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Computer based training software — Children's educational software; Padlet
- Desktop communications software — Bloomz
- Electronic mail software — Microsoft Outlook
- Multi-media educational software — Seesaw
- Office suite software — Microsoft Office
- Presentation software — Microsoft PowerPoint
- Spreadsheet software — Microsoft Excel
- Word processing software — Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- 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
- 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.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- 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.
- 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.
- Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
- Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.
- Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
- Instructing — Teaching others how to do something.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- 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.
- 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.
- Speaking — Talking to others to convey information effectively.
- Coordination — Adjusting actions in relation to others' actions.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Time Management — Managing one's own time and the time of others.
- Service Orientation — Actively looking for ways to help people.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Persuasion — Persuading others to change their minds or behavior.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Negotiation — Bringing others together and trying to reconcile differences.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- 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.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- 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).
- Speech Recognition — The ability to identify and understand the speech of another person.
- 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).
- 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.
- 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).
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- 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).
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- 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.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- 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.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- 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.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- 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.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- 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.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
Detailed Work Activities
- Establish rules or policies governing student behavior.
- Encourage students.
- Modify teaching methods or materials to accommodate student needs.
- Teach life skills.
- Apply multiple teaching methods.
- Evaluate student work.
- Monitor student behavior, social development, or health.
- Monitor student performance.
- Advise students on academic or career matters.
- Read to students.
- Discuss problems or issues with supervisors.
- Discuss student progress with parents or guardians.
- Set up classroom materials or equipment.
- Develop strategies or programs for students with special needs.
- Maintain student records.
- Prepare reports detailing student activities or performance.
- Plan educational activities.
- Develop instructional objectives.
- Create technology-based learning materials.
- Assist students with special educational needs.
- Teach others to use technology or equipment.
- Provide for basic needs of children.
- Collaborate with other teaching professionals to develop educational programs.
- Administer tests to assess educational needs or progress.
- Arrange childcare or educational settings to ensure physical safety of children.
- Prepare tests.
- Display student work.
- Document lesson plans.
- Plan experiential learning activities.
- Evaluate performance of educational staff.
- Supervise student research or internship work.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- 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.
- Supervise school or student activities.
- Electronic Mail — 93% responded “Every day.”
- Contact With Others — 83% responded “Constant contact with others.”
- Face-to-Face Discussions — 72% responded “Every day.”
- Work With Work Group or Team — 76% responded “Extremely important.”
- Physical Proximity — 66% responded “Very close (near touching).”
- Deal With External Customers — 55% responded “Extremely important.”
- Duration of Typical Work Week — 69% responded “More than 40 hours.”
- Indoors, Environmentally Controlled — 78% responded “Every day.”
- Freedom to Make Decisions — 39% responded “Some freedom.”
- Frequency of Decision Making — 70% responded “Every day.”
- Coordinate or Lead Others — 49% responded “Extremely important.”
- Letters and Memos — 45% responded “Once a week or more but not every day.”
- Spend Time Standing — 50% responded “More than half the time.”
- Impact of Decisions on Co-workers or Company Results — 52% responded “Very important results.”
- Public Speaking — 54% responded “Every day.”
- Structured versus Unstructured Work — 46% responded “Some freedom.”
- Telephone — 46% responded “Once a week or more but not every day.”
- Time Pressure — 38% responded “Once a week or more but not every day.”
- Exposed to Disease or Infections — 49% responded “Every day.”
- Importance of Being Exact or Accurate — 34% responded “Very important.”
- Spend Time Walking and Running — 26% responded “More than half the time.”
- Frequency of Conflict Situations — 25% responded “Once a year or more but not every month.”
- Sounds, Noise Levels Are Distracting or Uncomfortable — 32% responded “Every day.”
|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 real estate brokers, sales managers, database administrators, graphic designers, chemists, art directors, and cost estimators.|
|SVP Range||(7.0 to < 8.0)|
Interest code: SA Want to discover your interests? Take the O*NET Interest Profiler at My Next Move.
- 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.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Integrity — Job requires being honest and ethical.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- 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.
- Persistence — Job requires persistence in the face of obstacles.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- 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.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- 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 (2020)||$57,860 annual|
|Employment (2019)||127,700 employees|
|Projected growth (2019-2029)||Average (3% to 4%)|
|Projected job openings (2019-2029)||12,200|
|Top industries (2019)|
Source: Bureau of Labor Statistics 2020 wage data and 2019-2029 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2019-2029). "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.
- American Federation of Teachers, AFL-CIO
- American Montessori Society
- Council for the Accreditation of Educator Preparation
- International Literacy Association
- National Association for the Education of Young Children
- National Association of Early Childhood Teacher Educators
- National Association of Independent Schools
- National Education Association
- Occupational Outlook Handbook: Kindergarten and elementary school teachers