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Summary Report for:
25-3021.00 - Self-Enrichment Education Teachers

Teach or instruct courses other than those that normally lead to an occupational objective or degree. Courses may include self-improvement, nonvocational, and nonacademic subjects. Teaching may or may not take place in a traditional educational institution.

Sample of reported job titles: Ballet Teacher, Ceramics Instructor, Dance Instructor, Driving Instructor, Flute Teacher, Gymnastics Instructor, Martial Arts Instructor, Piano Teacher, Scuba Diving Instructor, Swimming Instructor

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Tasks  |  Technology Skills  |  Tools Used  |  Knowledge  |  Skills  |  Abilities  |  Work Activities  |  Detailed Work Activities  |  Work Context  |  Job Zone  |  Education  |  Credentials  |  Interests  |  Work Styles  |  Work Values  |  Related Occupations  |  Wages & Employment  |  Job Openings

Tasks

  • Monitor students' performance to make suggestions for improvement and to ensure that they satisfy course standards, training requirements, and objectives.
  • Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  • Enforce policies and rules governing students.
  • Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
  • Conduct classes, workshops, and demonstrations, and provide individual instruction to teach topics and skills, such as cooking, dancing, writing, physical fitness, photography, personal finance, and flying.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Prepare students for further development by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • 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 instructional program objectives, outlines, and lesson plans.
  • Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.
  • Prepare materials and classrooms for class activities.
  • Attend professional meetings, conferences, and workshops to maintain and improve professional competence.
  • Maintain accurate and complete student records as required by administrative policy.
  • Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage.
  • Schedule class times to ensure maximum attendance.
  • Assign and grade class work and homework.
  • Prepare and administer written, oral, and performance tests, and issue grades in accordance with performance.
  • Organize and supervise games and other recreational activities to promote physical, mental, and social development.
  • Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children.
  • Prepare and implement remedial programs for students requiring extra help.
  • Select, order, and issue books, materials, and supplies for courses or projects.
  • Participate in publicity planning and student recruitment.
  • Confer with other teachers and professionals to plan and schedule lessons promoting learning and development.
  • Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  • Meet with other instructors to discuss individual students and their progress.
  • Observe and evaluate the performance of other instructors.
  • Write instructional articles on designated subjects.

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Technology Skills

  • Computer based training software — Educational software
  • Data base user interface and query software — Blackboard Hot technology ; Data entry software Hot technology ; Microsoft Access Hot technology
  • Document management software — Adobe Systems Adobe Acrobat Hot technology
  • Electronic mail software — Email software
  • Graphics or photo imaging software — Adobe Systems Adobe Photoshop Hot technology ; Corel Paint Shop Pro
  • Internet browser software — Microsoft Internet Explorer; Web browser software
  • Office suite software — Microsoft Office
  • Presentation software — Microsoft PowerPoint Hot technology
  • Spreadsheet software — Microsoft Excel Hot technology
  • Video creation and editing software — Microsoft Windows Movie Maker; Video editing software
  • Web page creation and editing software — Adobe Systems Adobe Dreamweaver Hot technology
  • Web platform development software — Hypertext markup language HTML Hot technology
  • Word processing software — Microsoft Word

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

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Tools Used

  • Aircraft flight simulators or trainers — Flight simulators
  • Automobiles or cars — Passenger vehicles
  • Cassette players or recorders — Audio tape recorders or players
  • Commercial passenger propeller aircraft — Small propeller aircraft
  • Commercial use ovens — Commercial kitchen ovens
  • Commercial use ranges — Commercial kitchen stoves
  • Compact disk players or recorders — Compact disk CD players
  • Desktop computers
  • Digital cameras
  • Domestic sewing machines — Sewing machines
  • Golf clubs — Golf club sets
  • Guitars — Acoustic guitars
  • Laser printers — Computer laser printers
  • Liquid crystal display projector — Liquid crystal display LCD projectors
  • Notebook computers — Laptop computers
  • Overhead projectors — Overhead data projectors
  • Personal computers
  • Pianos
  • Potters wheels for hand made ceramics — Pottery wheels
  • Public address systems — Sound systems
  • Scanners — Data input scanners
  • Specialty brushes — Oil painting brushes; Watercolor painting brushes
  • Still cameras — 35 millimeter cameras
  • Tablet computers
  • Tennis racquets — Tennis rackets
  • Touch screen monitors — Interactive whiteboards
  • Video cassette players or recorders — Video cassette recorders VCR

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Knowledge

  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
  • Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.

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Skills

  • 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.
  • Instructing — Teaching others how to do something.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • 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.
  • Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
  • 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.
  • 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.

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Abilities

  • 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.
  • 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.
  • 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).
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.

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Work Activities

  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • 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.
  • 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.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Performing General Physical Activities — Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials.
  • 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.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • 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.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
  • Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

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Detailed Work Activities

  • Monitor student performance.
  • Apply multiple teaching methods.
  • Enforce rules or policies governing student behavior.
  • Maintain student records.
  • Teach others to use technology or equipment.
  • Assess educational needs of students.
  • Teach life skills.
  • Evaluate student work.
  • Assign class work to students.
  • Schedule instructional activities.
  • Develop instructional objectives.
  • Modify teaching methods or materials to accommodate student needs.
  • Administer tests to assess educational needs or progress.
  • Prepare tests.
  • Plan educational activities.
  • Encourage students.
  • Document lesson plans.
  • Evaluate effectiveness of educational programs.
  • Set up classroom materials or equipment.
  • Discuss student progress with parents or guardians.
  • Develop strategies or programs for students with special needs.
  • Distribute instructional or library materials.
  • Order instructional or library materials or equipment.
  • Promote educational institutions or programs.
  • Select educational materials or equipment.
  • Collaborate with other teaching professionals to develop educational programs.
  • Plan experiential learning activities.
  • Create technology-based learning materials.
  • Discuss problems or issues with supervisors.
  • Attend training sessions or professional meetings to develop or maintain professional knowledge.
  • Evaluate performance of educational staff.
  • Write articles, books or other original materials in area of expertise.
  • Serve on institutional or departmental committees.

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Work Context

  • Contact With Others — 71% responded “Constant contact with others.”
  • Freedom to Make Decisions — 51% responded “A lot of freedom.”
  • Deal With External Customers — 55% responded “Extremely important.”
  • Physical Proximity — 41% responded “Very close (near touching).”
  • Face-to-Face Discussions — 43% responded “Every day.”
  • Indoors, Environmentally Controlled — 51% responded “Every day.”
  • Structured versus Unstructured Work — 40% responded “Some freedom.”
  • Impact of Decisions on Co-workers or Company Results — 45% responded “Important results.”
  • Telephone — 34% responded “Once a month or more but not every week.”
  • Work With Work Group or Team — 36% responded “Extremely important.”
  • Frequency of Decision Making — 34% responded “Once a week or more but not every day.”
  • Coordinate or Lead Others — 32% responded “Extremely important.”
  • Spend Time Standing — 29% responded “Continually or almost continually.”
  • Electronic Mail — 31% responded “Every day.”
  • Importance of Repeating Same Tasks — 32% responded “Extremely important.”
  • Importance of Being Exact or Accurate — 39% responded “Fairly important.”
  • Responsible for Others' Health and Safety — 37% responded “Very high responsibility.”
  • Spend Time Making Repetitive Motions — 33% responded “More than half the time.”
  • Public Speaking — 28% responded “Every day.”

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Job Zone

Title Job Zone Three: Medium Preparation Needed
Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.
Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.
Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include hydroelectric production managers, travel guides, electricians, agricultural technicians, barbers, nannies, and medical assistants.
SVP Range (6.0 to < 7.0)

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Education


Percentage of Respondents
Education Level Required
30   High school diploma or equivalent Help
20   Bachelor's degree
14   Master's degree

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Credentials

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Interests

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.

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Work Styles

  • Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • 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.
  • Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
  • Integrity — Job requires being honest and ethical.
  • Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Initiative — Job requires a willingness to take on responsibilities and challenges.
  • Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
  • Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
  • Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Persistence — Job requires persistence in the face of obstacles.
  • Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

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Work Values

  • Relationships — Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service.
  • 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.

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Wages & Employment Trends

Median wages (2016) $17.95 hourly, $37,330 annual
State wages Local Salary Info
 
Employment (2014) 349,000 employees
Projected growth (2014-2024) Much faster than average (14% or higher) Much faster than average (14% or higher)
Projected job openings (2014-2024) 119,200
State trends Employment Trends
 
Top industries (2014)

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

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Job Openings on the Web

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