Summary Report for:
25-2021.00 - Elementary School Teachers, Except Special Education
Teach academic and social skills to students at the elementary school level.
Sample of reported job titles: Art Teacher, Classroom Teacher, Educator, Elementary Education Teacher, Elementary School Teacher, Elementary Teacher, Fifth Grade Teacher, First Grade Teacher, Second Grade Teacher, 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 procedures for maintaining order among the students for whom they are responsible.
- Adapt teaching methods and instructional materials to meet students' varying needs and interests.
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Prepare materials and classrooms for class activities.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Guide and counsel students with adjustment or academic problems, or special academic interests.
- Observe and evaluate students' performance, behavior, social development, and physical health.
- Enforce administration policies and rules governing students.
- Read books to entire classes or small groups.
- 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 parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
- Prepare and implement remedial programs for students requiring extra help.
- Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
- Prepare, administer, and grade tests and assignments to evaluate students' progress.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
- Meet with other professionals to discuss individual students' needs and progress.
- Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
- Assign and grade class work and homework.
- 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.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- 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 elementary school programs.
- Organize and label materials and display students' work.
- Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
- Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.
- Administer standardized ability and achievement tests and interpret results to determine student strengths and areas of need.
- Attend staff meetings and serve on committees, as required.
- 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.
- 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.
- Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
- Computer based training software — Common Curriculum; EasyCBM; Padlet; Schoology (see all 5 examples)
- Data base user interface and query software — Blackboard software
- Desktop communications software — ClassDojo; Classtag; Tadpoles
- Electronic mail software — Email software; Microsoft Outlook
- Graphics or photo imaging software — Graphics software; JamBoard
- Internet browser software — Web browser software
- Multi-media educational software — Edpuzzle; Kahoot; Nearpod; Seesaw
- Office suite software — Google Drive ; Microsoft Office
- Presentation software — Microsoft PowerPoint ; Pear Deck
- Project management software — Google Classroom; Microsoft SharePoint
- Spreadsheet software — Microsoft Excel
- Video conferencing software — Google Meet
- Video creation and editing software — Flipgrid; Screencastify
- Word processing software — Google Docs ; Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- Binocular light compound microscopes — Optical compound microscopes
- 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
- Compasses — Pencil compasses
- Desktop computers
- Digital cameras — Compact digital cameras
- Intercom systems
- Laboratory balances — Precision balances
- Laminators — Laminating machines
- Laser printers — Computer laser printers
- Notebook computers — Laptop computers
- Overhead projectors — Overhead display projectors
- Personal computers
- Photocopiers — Photocopying equipment
- Pocket calculator — Handheld calculators
- 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.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- 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.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- 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.
- 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.
- History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
- Instructing — Teaching others how to do something.
- 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.
- 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.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Coordination — Adjusting actions in relation to others' actions.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- 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.
- 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.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- 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.
- Negotiation — Bringing others together and trying to reconcile differences.
- Persuasion — Persuading others to change their minds or behavior.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- 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.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- 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).
- 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).
- 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.
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- 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.
- 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.
- Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
- Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- 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.
- 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.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- 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.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- 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.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- 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.
- 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.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
- 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.
- 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.
- Apply multiple teaching methods.
- Modify teaching methods or materials to accommodate student needs.
- Discuss problems or issues with supervisors.
- Discuss student progress with parents or guardians.
- Set up classroom materials or equipment.
- Encourage students.
- Evaluate student work.
- Develop instructional objectives.
- Monitor student performance.
- Advise students on academic or career matters.
- Monitor student behavior, social development, or health.
- Enforce rules or policies governing student behavior.
- Read to students.
- Plan educational activities.
- Assist students with special educational needs.
- Collaborate with other teaching professionals to develop educational programs.
- Develop strategies or programs for students with special needs.
- Administer tests to assess educational needs or progress.
- Prepare tests.
- Create technology-based learning materials.
- Maintain student records.
- Assign class work to students.
- Teach others to use technology or equipment.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Document lesson plans.
- Prepare reports detailing student activities or performance.
- Display student work.
- Evaluate performance of educational staff.
- Supervise student research or internship work.
- Plan experiential learning activities.
- Serve on institutional or departmental committees.
- Supervise school or student activities.
- Distribute instructional or library materials.
- Maintain inventories of materials, equipment, or products.
- Order instructional or library materials or equipment.
- Coordinate student extracurricular activities.
- Contact With Others — 85% responded “Constant contact with others.”
- Face-to-Face Discussions — 86% responded “Every day.”
- Electronic Mail — 87% responded “Every day.”
- Work With Work Group or Team — 65% responded “Extremely important.”
- Duration of Typical Work Week — 79% responded “More than 40 hours.”
- Indoors, Environmentally Controlled — 84% responded “Every day.”
- Coordinate or Lead Others — 52% responded “Extremely important.”
- Physical Proximity — 51% responded “Very close (near touching).”
- Spend Time Standing — 40% responded “More than half the time.”
- Frequency of Decision Making — 66% responded “Every day.”
- Letters and Memos — 48% responded “Once a week or more but not every day.”
- Structured versus Unstructured Work — 51% responded “Some freedom.”
- Impact of Decisions on Co-workers or Company Results — 43% responded “Important results.”
- Freedom to Make Decisions — 59% responded “Some freedom.”
- Frequency of Conflict Situations — 45% responded “Every day.”
- Time Pressure — 42% responded “Once a week or more but not every day.”
- Telephone — 57% responded “Once a week or more but not every day.”
- Deal With External Customers — 40% responded “Extremely important.”
- Importance of Being Exact or Accurate — 40% responded “Very important.”
- Public Speaking — 51% responded “Every day.”
- Deal With Unpleasant or Angry People — 34% responded “Once a week or more but not every day.”
- Responsible for Others' Health and Safety — 28% responded “Limited responsibility.”
- Sounds, Noise Levels Are Distracting or Uncomfortable — 34% responded “Never.”
- Spend Time Walking and Running — 42% responded “Less than half the time.”
|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: SAC 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.
- 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.
- 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.
- 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.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Persistence — Job requires persistence in the face of obstacles.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- 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)||$60,940 annual|
|Employment (2019)||1,452,100 employees|
|Projected growth (2019-2029)||Average (3% to 4%)|
|Projected job openings (2019-2029)||103,200|
|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.
- Alpha Delta Kappa International Honorary Organization for Women Educators
- Association for Childhood Education International
- International Literacy Association
- Lutheran Education Association
- National Council of Teachers of English
- National Council of Teachers of Mathematics
- National Education Association
- National Parent Teacher Association
- Occupational Outlook Handbook: Kindergarten and elementary school teachers
- Reading Recovery Council of North America
- The Delta Kappa Gamma Society International