Summary Report

Updated 2005

Summary Report for:
25-2043.00 - Special Education Teachers, Secondary School

Teach secondary school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.

Sample of reported job titles: Special Education Teacher, Teacher, Special Education Resource Teacher, High School Special Education Teacher, Learning Disabilities Special Education Teacher (LD Special Education Teacher), Learning Support Teacher, Career and Transition Teacher, Exceptional Student Education Teacher (ESE Teacher), Interrelated Special Education Teacher, Secondary Special Education Teacher

View report: Summary Details Custom

Tasks

Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
Prepare materials and classrooms for class activities.
Establish and enforce rules for behavior and policies and procedures to maintain order among students.
Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.
Instruct through lectures, discussions, and demonstrations in one or more subjects such as English, mathematics, or social studies.
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
Teach personal development skills such as goal setting, independence, and self-advocacy.
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.

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.

Therapy and Counseling — Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance.

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.

History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.

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.

Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.

Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.

Skills

Instructing — Teaching others how to do something.

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.

Time Management — Managing one's own time and the time of others.

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.

Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.

Writing — Communicating effectively in writing as appropriate for the needs of the audience.

Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.

Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.

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.

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 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.

Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.

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.

Near Vision — The ability to see details at close range (within a few feet of the observer).

Speech Recognition — The ability to identify and understand the speech of another person.

Work Activities

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.

Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.

Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.

Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.

Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.

Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.

Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.

Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.

Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.

Work Context

Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job?

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?

Duration of Typical Work Week — Number of hours typically worked in one week.

Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job?

Physical Proximity — To what extent does this job require the worker to perform job tasks in close physical proximity to other people?

Telephone — How often do you have telephone conversations 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?

Electronic Mail — How often do you use electronic mail in this job?

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?

Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer?

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.

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.

Work Styles

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.

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.

Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.

Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.

Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

Persistence — Job requires persistence in the face of obstacles.

Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.

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.

Related Occupations

19-3031.01	School Psychologists
21-1012.00	Educational, Vocational, and School Counselors
21-1091.00	Health Educators
25-2012.00	Kindergarten Teachers, Except Special Education

Wages & Employment Trends

National

Median wages (2007)	$49,640 annual
Employment (2006)	138,000 employees
Projected growth (2006-2016)	Average (7% to 13%)
Projected need (2006-2016)	42,000 additional employees

State & National

Source: Bureau of Labor Statistics 2007 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.

Summary Report for: 25-2043.00 - Special Education Teachers, Secondary School