Summary Report for:
25-2031.00 - Secondary School Teachers, Except Special and Career/Technical Education
Teach students in one or more subjects, such as English, mathematics, or social studies at the secondary level in public or private schools. May be designated according to subject matter specialty.
Sample of reported job titles: Art Teacher, English Teacher, High School English Teacher, History Teacher, Math Teacher (Mathematics Teacher), Science Teacher, Secondary Teacher, Social Studies Teacher, Spanish Teacher, Teacher
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
- Establish and enforce rules for behavior and procedures for maintaining order among students.
- Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
- Adapt teaching methods and instructional materials to meet students' varying needs and interests.
- Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
- Enforce all administration policies and rules governing students.
- Assign and grade class work and homework.
- Prepare materials and classrooms for class activities.
- Observe and evaluate students' performance, behavior, social development, and physical health.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Prepare, administer, and grade tests and assignments to evaluate students' progress.
- 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.
- Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
- Instruct and monitor students in the use of equipment and materials to prevent injuries and damage.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- Prepare and implement remedial programs for students requiring extra help.
- 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.
- Prepare reports on students and activities as required by administration.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
- Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
- Attend staff meetings and serve on committees, as required.
- Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
- Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
- Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
- 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.
Tools & Technology
Tools used in this occupation:
- Binocular light compound microscopes — Optical compound microscopes
- Childrens science kits — Science activity kits
- Compasses — Pencil compasses
- Desktop computers
- Digital camcorders or video cameras — Digital video cameras
- Document camera — Document cameras
- Gas burners — Bunsen burners
- Goggles — Safety goggles
- Hand held camcorders or video cameras — Video camcorders
- Laboratory beakers — Glass beakers
- Laboratory hotplates — Laboratory heating plates
- Laboratory scalpels — Dissection scalpels
- Laser printers — Computer laser printers
- Liquid crystal display projector — Liquid crystal display LCD projectors
- Multimedia projectors — Multimedia projection equipment
- Notebook computers — Laptop computers
- Personal computers
- Photocopiers — Photocopying equipment
- Protective gloves — Safety gloves
- Scanners — Computer data input scanners
- Televisions — Television monitors
- Touch screen monitors — Interactive whiteboards
- Video cassette players or recorders — Video cassette recorders VCR
Technology used in this occupation:
- Computer based training software — Instructional software
- Data base user interface and query software — Blackboard ; PowerSchool SIS
- Development environment software — ABC programming language; Logo
- Electronic mail software — Email software
- Internet browser software — Web browser software
- Office suite software — Microsoft Office
- Presentation software — Microsoft PowerPoint
- Project management software — Microsoft SharePoint
- Spreadsheet software — Microsoft Excel
- Video creation and editing software — Video editing software
- Word processing software — Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- 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.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- 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.
- Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
- 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.
- Administration and Management — Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
- 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.
- Instructing — Teaching others how to do something.
- Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
- Speaking — Talking to others to convey information effectively.
- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
- Coordination — Adjusting actions in relation to others' actions.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- 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.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Service Orientation — Actively looking for ways to help people.
- 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.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Persuasion — Persuading others to change their minds or behavior.
- Mathematics — Using mathematics to solve problems.
- Negotiation — Bringing others together and trying to reconcile differences.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Speech Clarity — The ability to speak clearly so others can understand you.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- 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).
- 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.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- 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.
- 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.
- 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.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- 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.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- 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.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- 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.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
Detailed Work Activities
- Establish rules or policies governing student behavior.
- Apply multiple teaching methods.
- Modify teaching methods or materials to accommodate student needs.
- Enforce rules or policies governing student behavior.
- Maintain student records.
- Evaluate student work.
- Assign class work to students.
- Set up classroom materials or equipment.
- Monitor student performance.
- Monitor student behavior, social development, or health.
- Administer tests to assess educational needs or progress.
- Plan educational activities.
- Prepare tests.
- Develop instructional objectives.
- Advise students on academic or career matters.
- Encourage students.
- Discuss problems or issues with supervisors.
- Discuss student progress with parents or guardians.
- Create technology-based learning materials.
- Teach others to use technology or equipment.
- Document lesson plans.
- Assist students with special educational needs.
- Develop strategies or programs for students with special needs.
- Collaborate with other teaching professionals to develop educational programs.
- Prepare reports detailing student activities or performance.
- Coordinate student extracurricular activities.
- Serve on institutional or departmental committees.
- Plan experiential learning activities.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Distribute instructional or library materials.
- Maintain inventories of materials, equipment, or products.
- Order instructional or library materials or equipment.
- Supervise school or student activities.
- Contact With Others — 92% responded “Constant contact with others.”
- Electronic Mail — 88% responded “Every day.”
- Face-to-Face Discussions — 83% responded “Every day.”
- Indoors, Environmentally Controlled — 89% responded “Every day.”
- Public Speaking — 78% responded “Every day.”
- Duration of Typical Work Week — 73% responded “More than 40 hours.”
- Coordinate or Lead Others — 42% responded “Extremely important.”
- Work With Work Group or Team — 47% responded “Extremely important.”
- Freedom to Make Decisions — 39% responded “Some freedom.”
- Frequency of Conflict Situations — 39% responded “Once a week or more but not every day.”
- Deal With Unpleasant or Angry People — 40% responded “Every day.”
- Spend Time Standing — 62% responded “More than half the time.”
- Frequency of Decision Making — 50% responded “Every day.”
- Physical Proximity — 53% responded “Moderately close (at arm's length).”
- Structured versus Unstructured Work — 52% responded “Some freedom.”
- Telephone — 52% responded “Once a week or more but not every day.”
- Impact of Decisions on Co-workers or Company Results — 49% responded “Important results.”
- Letters and Memos — 37% responded “Once a week or more but not every day.”
- Deal With External Customers — 45% responded “Extremely important.”
- Time Pressure — 36% responded “Once a month or more but not every week.”
- Importance of Being Exact or Accurate — 27% responded “Very important.”
- Responsible for Others' Health and Safety — 27% responded “Limited responsibility.”
- Responsibility for Outcomes and Results — 42% responded “Limited responsibility.”
- Sounds, Noise Levels Are Distracting or Uncomfortable — 28% 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 accountants, sales managers, database administrators, graphic designers, chemists, art directors, and cost estimators.|
|SVP Range||(7.0 to < 8.0)|
Percentage of Respondents
|Education Level Required|
Interest code: SAE
- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
- Artistic — Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
- Enterprising — Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
- Integrity — Job requires being honest and ethical.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- 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.
- 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.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Persistence — Job requires persistence in the face of obstacles.
- 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.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- 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.
- 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.
- Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Wages & Employment Trends
|Median wages (2015)||$57,200 annual|
|Employment (2014)||962,000 employees|
|Projected growth (2014-2024)||Average (5% to 8%)|
|Projected job openings (2014-2024)||284,000|
|Top industries (2014)|
Source: Bureau of Labor Statistics 2015 wage data and 2014-2024 employment projections . "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.
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.
- High school teachers . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.