The role of a teacher is changing from that of a lecturer or presenter to one of a facilitator or coach. Interactive discussions and hands-on learning are replacing rote memorization. For example, rather than merely telling students about science, mathematics, or psychology, a teacher might ask students to help solve a mathematical problem or perform a laboratory experiment and discuss how these apply to the real world. Similarly, a teacher might arrange to bring 3- and 4-year-olds into the classroom to demonstrate certain concepts of child psychology.
As teachers move away from the traditional repetitive drill approaches, they are using more props or manipulatives to help children understand abstract concepts, solve problems, and develop critical thought processes. For example, young students may be taught the concept of numbers or adding and subtracting by playing board games. As children get older, they may use more sophisticated materials such as tape recorders, science apparatus, or cameras.
Classes are becoming less structured, and students are working in groups to discuss and solve problems together. Preparing students for the future work force is the major stimulus generating the changes in education. To be prepared, students must be able to interact with others, adapt to new technology, and logically think through problems. Teachers provide the tools and environment for their students to develop these skills.
Kindergarten and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape children's views of themselves and the world, and affect later success or failure in school, work, and their personal lives. Kindergarten and elementary school teachers introduce children to numbers, language, science, and social studies. They may use games, music, artwork, films, slides, computers, and other instructional technology to teach basic skills.
Most elementary school teachers instruct one class of children in several subjects. In some schools, two or more teachers teach as a team and are jointly responsible for a group of students in at least one subject. In other schools, a teacher may teach one special subject usually music, art, reading, science, arithmetic, or physical education to a number of classes. A small but growing number of teachers instruct multilevel classrooms those with students at several different learning levels.
Secondary school teachers help students delve more deeply into subjects introduced in elementary school and learn more about the world and about themselves. They specialize in a specific subject, such as English, Spanish, mathematics, history, or biology, in junior high/middle school or high school. They may teach a variety of related courses for example, American history, contemporary American problems, and world geography.
Special education teachers, who are found in lower grades and high schools, instruct students with a variety of disabilities, such as visual and hearing impairments, learning disablilities, and physical disabilities. Special education teachers design and modify instruction to meet a student's special needs. Teachers also work with students who have other special instructional needs, such as those who are very bright or gifted or those who have limited English proficiency.
Teachers may use films, slides, overhead projectors, and the latest technology in teaching, such as computers, telecommunication systems, and video discs. Telecommunication technology can bring the real world into the classroom. Through telecommunications, American students can communicate with students in other countries to share personal experiences or research projects of interest to both groups. Computers are used in many classroom activities, from helping students solve math problems to learning English as a second language. Teachers must continually update their skills to use the latest technology in the classroom.
Teachers design their classroom presentations to meet student needs and abilities. They also may work with students individually. Teachers assign lessons, give tests, hear oral presentations, and maintain classroom discipline. Teachers observe and evaluate a student's performance and potential. Teachers increasingly are using new assessment methods, such as examining a portfolio of a student's artwork or writing to measure student achievement. Teachers assess the portfolio at the end of a learning period to judge a student's overall progress. They may then provide additional assistance in areas where a student may need help.
In addition to classroom activities, teachers plan and evaluate lessons, sometimes in collaboration with teachers of related subjects. They also prepare tests, grade papers, prepare report cards, oversee study halls and homerooms, supervise extracurricular activities, and meet with parents and school staff to discuss a student's academic progress or personal problems. Secondary school teachers may assist a student in choosing courses, colleges, and careers. Special education teachers may help students with their transition into special vocational training programs, colleges, or a job. Teachers also participate in education conferences and workshops.
In recent years, site-based management, which allows teachers and parents to participate actively in management decisions, has gained popularity. In many schools, teachers help make decisions regarding the budget, personnel, textbook choices, curriculum design, and teaching methods.
Helping students develop new skills and gain appreciation of learning can be rewarding.
Seeing students develop new skills and gain an appreciation of the joy of learning can be very rewarding. However, teaching may be frustrating when dealing with unmotivated and disrespectful students.
Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Most teachers work the traditional 10-month school year with a 2-month vacation during the summer. Teachers on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue other personal interests. Many enroll in college courses or workshops in order to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break.
Most States have tenure laws that prevent teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure is not a guarantee of a job, but it does provide some security.
Teachers held about 3,255,000 jobs in 1992; more than 9 out of 10 were in public schools. Employment was distributed as follows:
Elementary....................................................1,634,000
Secondary.....................................................1,263,000
Special education............................................. 358,000
Employment is distributed geographically much the same as the population.
All 50 States and the District of Columbia require public school teachers to be certified. Certification is generally for one or several related subjects. Usually certification is granted by the State board of education or a certification advisory committee. Teachers may be certified to teach the early childhood grades (usually nursery school through grade 3; the elementary grades (grades 1 through 6 or 8); or a special subject, such as reading or music. In most States, special education teachers receive a credential to teach kindergarten through grade 12. These teachers train in the specialty that they want, such as teaching children with learning disabilities or behavioral disorders.
Requirements for regular certificates vary by State. However, all States require a bachelor's degree and completion of an approved teacher training program with a prescribed number of subject and education credits and supervised practice teaching.
Traditional education programs for kindergarten and elementary school teachers include courses designed specifically for those preparing to teach in mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers either major in the subject they plan to teach while also taking education courses, or major in education and take subject courses. Some States require specific grade point averages for teacher certification.
Many States offer alternative teacher certification programs for people who have college training in the subject they will teach but do not have the necessary education courses required for a regular certificate. Alternative certification programs were originally designed to ease teacher shortages in certain subjects, such as mathematics and science. The programs have expanded to attract other people into teaching, including recent college graduates and midcareer changers. In some programs, individuals begin teaching immediately under provisional certification. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular certification if they have progressed satisfactorily. Under other programs, college graduates who do not meet certification requirements take only those courses that they lack, and then become certified. This may take 1 or 2 semesters of full-time study. Aspiring teachers who need certification may also enter programs that grant a master's degree in education, as well as certification. States also issue emergency certificates to individuals who do not meet all requirements for a regular certificate when schools cannot hire enough teachers with regular certificates.
Almost all States require applicants for teacher certification to be tested for competency in basic skills such as reading and writing, teaching skills, or subject matter proficiency. Almost all require continuing education for renewal of the teacher's certificate some require a master's degree.
Many States have reciprocity agreements that make it easier for teachers certified in one State to become certified in another. Teachers may become board certified by successfully completing the National Board for Professional Teaching Standards certification process. This certification is voluntary, but may result in a higher salary.
In addition to being knowledgeable in their subject, the ability to communicate, inspire trust and confidence, and motivate students, as well as understand their educational and emotional needs, is essential for teachers. They also should be organized, dependable, patient, and creative.
With additional preparation and certification, teachers may move into positions as school librarians, reading specialists, curriculum specialists, or guidance counselors. Teachers may become administrators or supervisors, although the number of positions is limited. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their teaching responsibilities.
Overall employment of kindergarten, elementary, and secondary school teachers is expected to increase faster than the average for all occupations through the year 2005, fueled by dramatic growth among special education teachers. However, projected employment growth varies among individual teaching occupations. Job openings for all teachers are expected to increase substantially by the end of the decade as the large number of teachers now in their forties and fifties reach retirement age.
Employment of special education teachers is expected to increase much faster than the average for all occupations through the year 2005 due to legislation emphasizing training and employment for individuals with disabilities; technological advances resulting in more survivors of accidents and illnesses; and growing public interest in individuals with special needs. Qualified persons should have little trouble finding a job, due to increased demand for these workers combined with relatively high turnover among special education teachers. Many special education teachers switch to general education teaching or change careers altogether, often because of job stress associated with teaching special education, particularly excessive paperwork, and inadequate administrative support.
Employment of secondary school teachers is expected to grow faster than the average for all occupations through the year 2005, and average employment growth is projected for kindergarten and elementary school teachers. Assuming relatively little change in average class size, employment growth of teachers depends on the rates of population growth and corresponding student enrollments. The population of 14- to 17-year-olds is expected to experience relatively strong growth through the year 2005, spurring demand for secondary school teachers. The population of 5- to 13-year olds also is projected to increase, but at a slower rate, resulting in divergent growth rates for individual teaching occupations.
The supply of teachers also is expected to increase in response to reports of improved job prospects, more teacher involvement in school policy, greater public interest in education, and higher salaries. In fact, enrollments in teacher training programs already have increased in recent years. In addition, more teachers should be available from alternative certification programs.
Some central cities and rural areas have difficulty attracting enough teachers, so job prospects should continue to be better in these areas than in suburban districts. Mathematics, science, and special education teachers remain in short supply. Concerns over a future work force that may not meet employers' needs could spur demand for teachers who specialize in basic skills instruction reading, writing, and mathematics. With enrollments of minorities increasing, efforts to recruit minority teachers may intensify.
The number of teachers employed depends on State and local expenditures for education. Pressures from taxpayers to limit spending could result in fewer teachers than projected; pressures to spend more to improve the quality of education could mean more.
According to the National Education Association, public secondary school teachers averaged about $36,000 a year in 1992-93; public elementary school teachers averaged $34,800. Earnings for special education teachers are comparable. Earnings in private schools generally are lower.
Many public school teachers belong to unions, such as the American Federation of Teachers and the National Education Association, that bargain with school systems over wages, hours, and the terms and conditions of employment.
In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some teachers earn extra income during the summer working in the school system or in other jobs.
Kindergarten, elementary, and secondary school teaching requires a wide variety of skills and aptitudes, including a talent for working with children; organizational, administrative, and recordkeeping abilities; research and communication skills; the power to influence, motivate, and train others; patience; and creativity. Workers in other occupations requiring some of these aptitudes include college and university faculty, counselors, education administrators, employment interviewers, librarians, preschool workers, public relations specialists, sales representatives, social workers, and trainers and employee development specialists.
Special education teachers work with students with disabilities and special needs. Other occupations that help people with disabilities include school psychologists, speech pathologists, and occupational, physical, and recreational therapists.
Return to Beginning of Page 
Return to Education Page
Reprinted with Permission of U. S. Department of Labor