Summary Report for:
25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors
Teach or instruct out-of-school youths and adults in remedial education classes, preparatory classes for the General Educational Development test, literacy, or English as a Second Language. Teaching may or may not take place in a traditional educational institution.
Sample of reported job titles: Adult Basic Education Instructor (ABE Instructor), Adult Basic Education Teacher (ABE Teacher), Adult Education Instructor, Adult Education Teacher, English as a Second Language Instructor (ESL Instructor), ESL Teacher (English as a Second Language Teacher), GED Teacher (General Educational Development Teacher), General Educational Development Instructor (GED Instructor), Instructor, 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
- Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
- Maintain accurate and complete student records as required by laws or administrative policies.
- Assign and grade class work and homework.
- Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.
- Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills.
- Observe and evaluate students' work to determine progress and make suggestions for improvement.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Guide and counsel students with adjustment or academic problems or special academic interests.
- Prepare materials and classrooms for class activities.
- Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Register, orient, and assess new students according to standards and procedures.
- Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.
- Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
- Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Enforce administration policies and rules governing students.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Prepare and implement remedial programs for students requiring extra help.
- 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 other professionals to discuss individual students' needs and progress.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- Select, order, and issue books, materials, and supplies for courses or projects.
- Prepare reports on students and activities as required by administration.
- Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.
- Attend professional meetings, conferences, and workshops to maintain and improve professional competence.
- Collaborate with other teachers and professionals in the development of instructional programs.
- Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.
- Attend staff meetings and serve on committees, as required.
- Participate in publicity planning, community awareness efforts, and student recruitment.
- Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.
- Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Write grants to obtain program funding.
- Select and schedule class times to ensure maximum attendance.
- Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements.
- Observe and evaluate the performance of other instructors.
- Train and assist tutors and community literacy volunteers.
- Advise students on internships, prospective employers, and job placement services.
- Computer based training software — Computerized testing software; Educational software
- Data base user interface and query software — Data entry software
- Desktop publishing software — Microsoft Publisher
- Electronic mail software — Microsoft Outlook
- Enterprise resource planning ERP software — SAP
- Graphics or photo imaging software — Adobe Systems Adobe Photoshop
- Internet browser software — Web browser software
- 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.
- Desktop computers
- Digital camcorders or video cameras — Digital video cameras
- Digital video disk players or recorders — Digital video disk DVD players
- Liquid crystal display projector — Liquid crystal display LCD projectors
- Notebook computers — Laptop computers
- Overhead projectors — Overhead data projectors
- Personal computers
- Public address systems — Sound systems
- Scanners — Computer data input scanners
- Tablet computers
- Televisions — Television monitors
- Touch screen monitors — Interactive whiteboards
- Video cassette players or recorders — Video cassette recorders VCR
- Videoconferencing systems — Videoconferencing equipment
- Visual presenters — Wireless presenters
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- 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.
- 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.
- 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.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- 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.
- Instructing — Teaching others how to do something.
- 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.
- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- 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.
- 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.
- 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.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Coordination — Adjusting actions in relation to others' actions.
- Time Management — Managing one's own time and the time of others.
- 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.
- 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.
- 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.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- 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.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- 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).
- Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
- 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.
- 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).
- 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.
- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- 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.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- 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.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
- 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.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Detailed Work Activities
- Modify teaching methods or materials to accommodate student needs.
- Maintain student records.
- Evaluate student work.
- Assign class work to students.
- Develop instructional objectives.
- Administer tests to assess educational needs or progress.
- Monitor student performance.
- Prepare tests.
- Advise students on academic or career matters.
- Apply multiple teaching methods.
- Set up classroom materials or equipment.
- Assess educational needs of students.
- Evaluate effectiveness of educational programs.
- Perform student enrollment or registration activities.
- Encourage students.
- Establish rules or policies governing student behavior.
- Enforce rules or policies governing student behavior.
- Create technology-based learning materials.
- Develop strategies or programs for students with special needs.
- Plan educational activities.
- Discuss problems or issues with supervisors.
- Distribute instructional or library materials.
- Document lesson plans.
- Order instructional or library materials or equipment.
- Select educational materials or equipment.
- Prepare reports detailing student activities or performance.
- Assist students with special educational needs.
- Collaborate with other teaching professionals to develop educational programs.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Write grant proposals.
- Schedule instructional activities.
- Plan experiential learning activities.
- Serve on institutional or departmental committees.
- Collaborate with other agencies and institutions to coordinate educational matters.
- Evaluate performance of educational staff.
- Train staff members.
- Promote educational institutions or programs.
- Write articles, books or other original materials in area of expertise.
- Contact With Others — 97% responded “Constant contact with others.”
- Coordinate or Lead Others — 63% responded “Extremely important.”
- Electronic Mail — 72% responded “Every day.”
- Work With Work Group or Team — 52% responded “Extremely important.”
- Face-to-Face Discussions — 56% responded “Every day.”
- Structured versus Unstructured Work — 48% responded “A lot of freedom.”
- Indoors, Environmentally Controlled — 82% responded “Every day.”
- Freedom to Make Decisions — 44% responded “A lot of freedom.”
- Public Speaking — 55% responded “Every day.”
- Physical Proximity — 54% responded “Moderately close (at arm's length).”
- Importance of Being Exact or Accurate — 35% responded “Extremely important.”
- Telephone — 52% responded “Once a week or more but not every day.”
- Impact of Decisions on Co-workers or Company Results — 36% responded “Important results.”
- Deal With External Customers — 40% responded “Very important.”
- Frequency of Conflict Situations — 36% responded “Every day.”
- Frequency of Decision Making — 39% responded “Every day.”
- Letters and Memos — 70% responded “Once a week or more but not every day.”
- Time Pressure — 49% responded “Once a week or more but not every day.”
- Importance of Repeating Same Tasks — 44% responded “Extremely important.”
- Deal With Unpleasant or Angry People — 45% responded “Once a year or more but not every month.”
- Spend Time Standing — 45% responded “About half the time.”
- Duration of Typical Work Week — 39% responded “Less than 40 hours.”
- Level of Competition — 24% responded “Not at all competitive.”
|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.
- 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.
- 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.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Persistence — Job requires persistence in the face of obstacles.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- 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.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
Wages & Employment Trends
|Median wages (2015)||$24.17 hourly, $50,280 annual|
|Employment (2014)||78,000 employees|
|Projected growth (2014-2024)||Average (5% to 8%)|
|Projected job openings (2014-2024)||20,100|
|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.
- Adult Literacy and High School Equivalency Diploma Teachers . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.