Summary Report for:
25-2012.00 - Kindergarten Teachers, Except Special Education
Teach elemental natural and social science, personal hygiene, music, art, and literature to children from 4 to 6 years old. Promote physical, mental, and social development. May be required to hold State certification.
Sample of reported job titles:
Kindergarten Teacher, Teacher, Bilingual Kindergarten Teacher, Elementary Teacher, Classroom Teacher, Kinder Teacher, Kindergarten / First Grade Teacher, Title One Kindergarten Teacher
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills.
- Establish and enforce rules for behavior, and policies and procedures to maintain order among students.
- Observe and evaluate children's performance, behavior, social development, and physical health.
- Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
- Read books to entire classes or to small groups.
- Demonstrate activities to children.
- Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
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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. |
| 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. |
| Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
| Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
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Skills
| Instructing — Teaching others how to do something. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Speaking — Talking to others to convey information effectively. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| 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. |
| 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. |
| Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| 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. |
| 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. |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| 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). |
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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. |
| Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| 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. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| 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. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
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Work Context
| Contact With Others — How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| Letters and Memos — How often does the job require written letters and memos? |
| Frequency of Decision Making — How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
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Job Zone
| Title |
Job Zone Four: Considerable Preparation Needed |
| Overall Experience |
A minimum of two to four years 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, human resource managers, computer programmers, teachers, chemists, and police detectives. |
| SVP Range |
(7.0 to < 8.0) |
| Education |
Most of these occupations require a four - year bachelor's degree, but some do not. |
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Interests
Interest code: SA
| 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. |
| 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. |
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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. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| Integrity — Job requires being honest and ethical. |
| 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. |
| Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
| Persistence — Job requires persistence in the face of obstacles. |
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Work Values
| 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. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
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Related Occupations
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Wages & Employment Trends
National
| Median wages (2006) |
$43,580 annual |
| Employment (2006) |
170,000 employees |
| Projected growth (2006-2016) |
Faster than average (14% to 20%)
|
| Projected need (2006-2016) |
56,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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