Summary Report for:
25-3041.00 - Tutors

Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.

The occupation code you requested, 25-3099.02 (Tutors), is no longer in use. In the future, please use 25-3041.00 (Tutors) instead.

Sample of reported job titles: Academic Guidance Specialist, Accounting/Finance Tutor, Educational Advisor, Professional Tutor

View report: Summary Details Custom

Tasks

Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.
Teach students study skills, note-taking skills, and test-taking strategies.
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.
Assess students' progress throughout tutoring sessions.
Schedule tutoring appointments with students or their parents.
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.
Organize tutoring environment to promote productivity and learning.
Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.
Develop teaching or training materials, such as handouts, study materials, or quizzes.
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.
Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.
Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email.
Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students.
Travel to students' homes, libraries, or schools to conduct tutoring sessions.
Administer, proctor, or score academic or diagnostic assessments.

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Technology Skills

Calendar and scheduling software — Appointment scheduling software
Computer based training software — Academic educational software
Data base user interface and query software — Blackboard; Database software; Redrock Software TutorTrac
Electronic mail software — Email software
Graphics or photo imaging software — Adobe Systems Adobe Fireworks
Internet browser software — Web browser software
Office suite software — Microsoft Office
Presentation software — Microsoft PowerPoint
Spreadsheet software — Microsoft Excel
Web page creation and editing software — Facebook
Word processing software — Microsoft Word

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

Tools Used

Desktop computers
Notebook computers — Laptop computers
Personal computers
Scanners — Computer data input scanners
Scientific calculator — Graphing calculators
Special purpose telephones — Multi-line telephone systems

Knowledge

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.
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.

Skills

Instructing — Teaching others how to do something.
Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
Speaking — Talking to others to convey information effectively.
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.
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.
Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Service Orientation — Actively looking for ways to help people.
Writing — Communicating effectively in writing as appropriate for the needs of the audience.
Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Time Management — Managing one's own time and the time of others.
Coordination — Adjusting actions in relation to others' actions.
Negotiation — Bringing others together and trying to reconcile differences.
Persuasion — Persuading others to change their minds or behavior.

Abilities

Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
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.
Speech Recognition — The ability to identify and understand the speech of another person.
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).
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.
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).
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.
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.

Work Activities

Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
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.
Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
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.
Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
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.
Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
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.

Detailed Work Activities

Encourage students.
Tutor students who need extra assistance.
Evaluate student work.
Schedule instructional activities.
Monitor student performance.
Attend training sessions or professional meetings to develop or maintain professional knowledge.
Organize informational materials.
Develop instructional materials.
Maintain student records.
Document lesson plans.
Discuss student progress with parents or guardians.
Assess educational needs of students.
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.
Advise students on academic or career matters.

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Work Context

Electronic Mail — 73% responded “Every day.”
Indoors, Environmentally Controlled — 88% responded “Every day.”
Face-to-Face Discussions — 73% responded “Every day.”
Contact With Others — 77% responded “Constant contact with others.”
Spend Time Sitting — 58% responded “Continually or almost continually.”
Physical Proximity — 46% responded “Very close (near touching).”
Structured versus Unstructured Work — 46% responded “A lot of freedom.”
Freedom to Make Decisions — 36% responded “Some freedom.”
Work With Work Group or Team — 38% responded “Very important.”
Telephone — 46% responded “Once a week or more but not every day.”
Time Pressure — 38% responded “Every day.”
Importance of Being Exact or Accurate — 42% responded “Very important.”
Frequency of Decision Making — 40% responded “Every day.”
Coordinate or Lead Others — 31% responded “Very important.”
Deal With External Customers — 35% responded “Very important.”
Letters and Memos — 38% responded “Once a month or more but not every week.”

Job Zone

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)

Education

Percentage of Respondents	Education Level Required
42	Bachelor's degree
27	Some college, no degree
19	Master's degree

Credentials

Interests

Interest code: SI 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.
Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.

Work Styles

Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
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.
Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
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.
Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
Persistence — Job requires persistence in the face of obstacles.
Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
Initiative — Job requires a willingness to take on responsibilities and challenges.
Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
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.
Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.

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.

Wages & Employment Trends

Median wage data for Tutors and Teachers and Instructors, All Other.
Employment data for Tutors and Teachers and Instructors, All Other.
Industry data for Tutors and Teachers and Instructors, All Other.

Median wages (2019)	$39,350 annual
State wages
Local wages	ZIP Code:

Employment (2019)	406,200 employees
Projected growth (2019-2029)	Faster than average (5% to 7%)
Projected job openings (2019-2029)	47,200
State trends

Top industries (2019)	Educational Services

Source: Bureau of Labor Statistics 2019 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

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