North Far North Careers

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Education and Human Development

The North Far North region is home to diverse student populations reflecting a wide range of racial and ethnic heritages, socio-economic backgrounds, and physical and intellectual abilities—all of whom need dedicated teachers, mentors, and advocates to help them learn, grow, and reach their full potential. A career in education and human development is a way to make a difference in the life of a child, a family, or an entire community.

Browse Programs

View data from the:

Region
101,036
2023 Jobs
+7%
2023–2028 Projected Change
29.40/hr.
2023 Avg. Entry Level Wage

Top jobs that Require Community College Credentials

How much will I make per hour?

What can I train for? Job openings per year Entry-level Median Experienced
Teaching Assistants, Except Postsecondary 1,493 $17.92 $19.33 $22.53
Elementary School Teachers, Except Special Education 961 $30.49 $39.18 $49.99
Substitute Teachers, Short-Term 612 $22.19 $25.30 $31.14 View programs
Secondary School Teachers, Except Special and Career/Technical Education 610 $37.65 $49.11 $53.54
Preschool Teachers, Except Special Education 468 $17.85 $18.79 $23.59
Child, Family, and School Social Workers 395 $24.42 $32.87 $37.63 View programs
Middle School Teachers, Except Special and Career/Technical Education 239 $32.98 $46.18 $52.19
Special Education Teachers, Kindergarten and Elementary School 107 $28.36 $37.99 $48.84
Special Education Teachers, Secondary School 88 $36.98 $48.21 $54.52
Kindergarten Teachers, Except Special Education 60 $29.25 $46.68 $52.74 View programs
Education and Childcare Administrators, Preschool and Daycare 49 $22.30 $27.11 $32.94 View programs
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors 26 $24.23 $33.51 $45.27
Career/Technical Education Teachers, Secondary School 19 $43.42 $55.17 $65.63
Special Education Teachers, Preschool 9 $24.92 $36.68 $45.61
Career/Technical Education Teachers, Middle School 8 $25.45 $29.10 $37.75

Teaching Assistants, Except Postsecondary

Job openings per year:

1,493

How much will I make?

  • Entry-level: $17.92/hr.
  • Median: $19.33/hr.
  • Experienced: $22.53/hr.

Elementary School Teachers, Except Special Education

Job openings per year:

961

How much will I make?

  • Entry-level: $30.49/hr.
  • Median: $39.18/hr.
  • Experienced: $49.99/hr.

Substitute Teachers, Short-Term

Job openings per year:

612

How much will I make?

  • Entry-level: $22.19/hr.
  • Median: $25.30/hr.
  • Experienced: $31.14/hr.

View programs

Secondary School Teachers, Except Special and Career/Technical Education

Job openings per year:

610

How much will I make?

  • Entry-level: $37.65/hr.
  • Median: $49.11/hr.
  • Experienced: $53.54/hr.

Preschool Teachers, Except Special Education

Job openings per year:

468

How much will I make?

  • Entry-level: $17.85/hr.
  • Median: $18.79/hr.
  • Experienced: $23.59/hr.

Child, Family, and School Social Workers

Job openings per year:

395

How much will I make?

  • Entry-level: $24.42/hr.
  • Median: $32.87/hr.
  • Experienced: $37.63/hr.

View programs

Middle School Teachers, Except Special and Career/Technical Education

Job openings per year:

239

How much will I make?

  • Entry-level: $32.98/hr.
  • Median: $46.18/hr.
  • Experienced: $52.19/hr.

Special Education Teachers, Kindergarten and Elementary School

Job openings per year:

107

How much will I make?

  • Entry-level: $28.36/hr.
  • Median: $37.99/hr.
  • Experienced: $48.84/hr.

Special Education Teachers, Secondary School

Job openings per year:

88

How much will I make?

  • Entry-level: $36.98/hr.
  • Median: $48.21/hr.
  • Experienced: $54.52/hr.

Kindergarten Teachers, Except Special Education

Job openings per year:

60

How much will I make?

  • Entry-level: $29.25/hr.
  • Median: $46.68/hr.
  • Experienced: $52.74/hr.

View programs

Education and Childcare Administrators, Preschool and Daycare

Job openings per year:

49

How much will I make?

  • Entry-level: $22.30/hr.
  • Median: $27.11/hr.
  • Experienced: $32.94/hr.

View programs

Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors

Job openings per year:

26

How much will I make?

  • Entry-level: $24.23/hr.
  • Median: $33.51/hr.
  • Experienced: $45.27/hr.

Career/Technical Education Teachers, Secondary School

Job openings per year:

19

How much will I make?

  • Entry-level: $43.42/hr.
  • Median: $55.17/hr.
  • Experienced: $65.63/hr.

Special Education Teachers, Preschool

Job openings per year:

9

How much will I make?

  • Entry-level: $24.92/hr.
  • Median: $36.68/hr.
  • Experienced: $45.61/hr.

Career/Technical Education Teachers, Middle School

Job openings per year:

8

How much will I make?

  • Entry-level: $25.45/hr.
  • Median: $29.10/hr.
  • Experienced: $37.75/hr.

Top Employers & Skills

Employers

  • University of California
  • Sacramento City Unified School District
  • KinderCare Education
  • California State University
  • San Juan Unified School District
  • Los Rios Community College District
  • Stepping Stones
  • Twin Rivers Unified School District
  • FCUSD - Folsom High School
  • Yuba City Unified School District
  • State of California
  • Elk Grove Unified School District
  • Merryhill School
  • Kaiser Permanente
  • Yolo County Office Of Education
  • Catalyst Family
  • Washington Unified School District
  • Catalyst Kids
  • Learning Care Group
  • Cadence Education

Specialized skills

  • Child Development
  • Psychology
  • Special Education
  • Social Work
  • Preschool Education
  • Lesson Planning
  • Working With Children
  • Mental Health
  • Curriculum Development
  • Case Management

Technology & software skills

  • Microsoft Office (Access, Excel, Outlook, PowerPoint, Word)
  • Spreadsheets
  • Zoom (Video Conferencing Tool)
  • Learning Management Systems
  • Presentation Software
  • Student Information Systems
  • Google Workspace
  • Salesforce
  • Homeless Management Information System
  • Microsoft Teams

Employability skills

  • Teaching
  • Communication
  • Management
  • Leadership
  • English Language
  • Writing
  • Planning
  • Research
  • Customer Service
  • Problem Solving

Source: Lightcast 2024.3; QCEW, non-QCEW, Self-Employed. Compiled by the North/Far North Center of Excellence for Labor Market Research. 

Teaching Assistants, Except Postsecondary

Assist a preschool, elementary, middle, or secondary school teacher with instructional duties. Serve in a position for which a teacher has primary responsibility for the design and implementation of educational programs and services.

Sample of reported job titles:

Classroom Aide, Educational Assistant, Instructional Assistant, Kindergarten Assistant, Paraeducator, Paraprofessional, Preschool Aide, TA (Teacher Assistant), TA (Teaching Assistant), Teacher Aide

Tasks:

  • Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
  • Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
  • Enforce administration policies and rules governing students.
  • Teach social skills to students.
  • Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.

Detailed Work Activities:

  • Supervise school or student activities.
  • Tutor students who need extra assistance.
  • Maintain student records.
  • Enforce rules or policies governing student behavior.
  • Monitor student performance.

Work Context:

  • Contact With Others — 92% responded “Constant contact with others.”
  • Indoors, Environmentally Controlled — 93% responded “Every day.”
  • Physical Proximity — 79% responded “Very close (near touching).”
  • Work With Work Group or Team — 69% responded “Extremely important.”
  • Impact of Decisions on Co-workers or Company Results — 40% responded “Important results.”
View more information on this job

Elementary School Teachers, Except Special Education

Teach academic and social skills to students at the elementary school level.

Sample of reported job titles:

Sample of reported job titles: Art Teacher, Classroom Teacher, Elementary Classroom Teacher, Elementary School Teacher, Elementary Teacher, Math Teacher (Mathematics Teacher), Music Teacher, Primary Teacher, Reading Teacher, Teacher

Tasks:

  • Instruct students individually and in groups, using teaching methods such as lectures, discussions, and demonstrations.
  • Establish and enforce rules for behavior and procedures for maintaining order among the students.
  • Guide and counsel students with adjustment or academic problems or with special academic interests.
  • Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.

Detailed Work Activities:

  • Establish rules or policies governing student behavior.
  • Apply multiple teaching methods.
  • Modify teaching methods or materials to accommodate student needs.
  • Discuss problems or issues with supervisors.
  • Discuss student progress with parents or guardians.

Work Context:

  • Electronic Mail — 100% responded “Every day.”
  • Work With Work Group or Team — 97% responded “Extremely important.”
  • Contact With Others — 89% responded “Constant contact with others.”
  • Duration of Typical Work Week — 97% responded “More than 40 hours.”
  • Face-to-Face Discussions — 89% responded “Every day.”
  • Physical Proximity — 95% responded “Very close (near touching).”
  • Coordinate or Lead Others — 71% responded “Extremely important.”
  • Public Speaking — 85% responded “Every day.”
  • Deal With External Customers — 67% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 83% responded “Every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 54% responded “Every day.”
  • Spend Time Standing — 54% responded “Continually or almost continually.”
  • Deal With Unpleasant or Angry People — 42% responded “Every day.”
  • Frequency of Conflict Situations — 46% responded “Every day.”
  • Freedom to Make Decisions — 43% responded “Some freedom.”
  • Frequency of Decision Making — 68% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 65% responded “Very important results.”
  • Responsibility for Outcomes and Results — 43% responded “Very high responsibility.”
  • Structured versus Unstructured Work — 37% responded “Some freedom.”
  • Responsible for Others’ Health and Safety — 53% responded “Very high responsibility.”
  • Time Pressure — 43% responded “Once a week or more but not every day.”
  • Letters and Memos — 44% responded “Once a month or more but not every week.”
  • Telephone — 29% responded “Once a month or more but not every week.”
  • Importance of Being Exact or Accurate — 29% responded “Very important.”
  • Exposed to Disease or Infections — 20% responded “Never.”
  • Spend Time Walking and Running — 41% responded “Less than half the time.”
  • Electronic Mail — 100% responded “Every day.”
  • Work With Work Group or Team — 97% responded “Extremely important.”
  • Contact With Others — 89% responded “Constant contact with others.”
  • Duration of Typical Work Week — 97% responded “More than 40 hours.”
  • Face-to-Face Discussions — 89% responded “Every day.”
  • Physical Proximity — 95% responded “Very close (near touching).”
  • Coordinate or Lead Others — 71% responded “Extremely important.”
  • Public Speaking — 85% responded “Every day.”
  • Deal With External Customers — 67% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 83% responded “Every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 54% responded “Every day.”
  • Spend Time Standing — 54% responded “Continually or almost continually.”
  • Deal With Unpleasant or Angry People — 42% responded “Every day.”
  • Frequency of Conflict Situations — 46% responded “Every day.”
  • Freedom to Make Decisions — 43% responded “Some freedom.”
  • Frequency of Decision Making — 68% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 65% responded “Very important results.”
  • Responsibility for Outcomes and Results — 43% responded “Very high responsibility.”
  • Structured versus Unstructured Work — 37% responded “Some freedom.”
  • Responsible for Others’ Health and Safety — 53% responded “Very high responsibility.”
  • Time Pressure — 43% responded “Once a week or more but not every day.”
  • Letters and Memos — 44% responded “Once a month or more but not every week.”
  • Telephone — 29% responded “Once a month or more but not every week.”
  • Importance of Being Exact or Accurate — 29% responded “Very important.”
  • Exposed to Disease or Infections — 20% responded “Never.”
  • Spend Time Walking and Running — 41% responded “Less than half the time.”
View more information on this job

Substitute Teachers, Short-Term

Teach students on a short-term basis as a temporary replacement for a regular classroom teacher, typically using the regular teacher’s lesson plan.

Tasks:

  • Answer students’ questions.
  • Assist students with boarding or exiting school buses.
  • Attend professional meetings, educational conferences, or teacher training workshops to improve professional competence.
  • Counsel students with adjustment or academic problems.
  • Distribute or collect tests or homework assignments.

Detailed Work Activities:

  • Teach classes in area of specialization.
  • Distribute instructional or library materials.
  • Supervise school or student activities.
  • Advise students on academic or career matters.
  • Assist patrons with entering or exiting vehicles or other forms of transportation.
View more information on this job

Secondary School Teachers, Except Special and Career/Technical Education

Teach one or more subjects to students at the secondary school level.

Sample of reported job titles:

Sample of reported job titles: Art Teacher, English Teacher, High School Science Teacher, History Teacher, Mathematics Instructor (Math Instructor), Science Teacher, Secondary Teacher, Social Studies Teacher, Spanish Teacher, Teacher

Tasks:

  • Prepare materials and classrooms for class activities.
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Adapt teaching methods and instructional materials to meet students’ varying needs and interests.

Detailed Work Activities:

  • Apply multiple teaching methods.
  • Set up classroom materials or equipment.
  • Develop instructional objectives.
  • Establish rules or policies governing student behavior.
  • Maintain student records.

Work Context:

  • Electronic Mail — 87% responded “Every day.”
  • Contact With Others — 79% responded “Constant contact with others.”
  • Face-to-Face Discussions — 81% responded “Every day.”
  • Public Speaking — 77% responded “Every day.”
  • Structured versus Unstructured Work — 50% responded “A lot of freedom.”
  • Freedom to Make Decisions — 52% responded “A lot of freedom.”
  • Work With Work Group or Team — 54% responded “Extremely important.”
  • Duration of Typical Work Week — 70% responded “More than 40 hours.”
  • Coordinate or Lead Others — 56% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 63% responded “Every day.”
  • Frequency of Decision Making — 62% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 38% responded “Very important results.”
  • Physical Proximity — 45% responded “Moderately close (at arm’s length).”
  • Time Pressure — 37% responded “Once a month or more but not every week.”
  • Spend Time Standing — 34% responded “More than half the time.”
  • Frequency of Conflict Situations — 33% responded “Every day.”
  • Deal With Unpleasant or Angry People — 35% responded “Every day.”
  • Importance of Being Exact or Accurate — 31% responded “Very important.”
  • Deal With External Customers — 44% responded “Extremely important.”
  • Telephone — 40% responded “Once a week or more but not every day.”
  • Letters and Memos — 34% responded “Once a month or more but not every week.”
  • Level of Competition — 40% responded “Moderately competitive.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 24% responded “Every day.”
  • Electronic Mail — 87% responded “Every day.”
  • Contact With Others — 79% responded “Constant contact with others.”
  • Face-to-Face Discussions — 81% responded “Every day.”
  • Public Speaking — 77% responded “Every day.”
  • Structured versus Unstructured Work — 50% responded “A lot of freedom.”
  • Freedom to Make Decisions — 52% responded “A lot of freedom.”
  • Work With Work Group or Team — 54% responded “Extremely important.”
  • Duration of Typical Work Week — 70% responded “More than 40 hours.”
  • Coordinate or Lead Others — 56% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 63% responded “Every day.”
  • Frequency of Decision Making — 62% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 38% responded “Very important results.”
  • Physical Proximity — 45% responded “Moderately close (at arm’s length).”
  • Time Pressure — 37% responded “Once a month or more but not every week.”
  • Spend Time Standing — 34% responded “More than half the time.”
  • Frequency of Conflict Situations — 33% responded “Every day.”
  • Deal With Unpleasant or Angry People — 35% responded “Every day.”
  • Importance of Being Exact or Accurate — 31% responded “Very important.”
  • Deal With External Customers — 44% responded “Extremely important.”
  • Telephone — 40% responded “Once a week or more but not every day.”
  • Letters and Memos — 34% responded “Once a month or more but not every week.”
  • Level of Competition — 40% responded “Moderately competitive.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 24% responded “Every day.”
View more information on this job

Preschool Teachers, Except Special Education

Instruct preschool-aged students, following curricula or lesson plans, in activities designed to promote social, physical, and intellectual growth.

Sample of reported job titles:

Sample of reported job titles: Child Development Teacher, Early Childhood Teacher, Group Teacher, Infant Teacher, Montessori Preschool Teacher, Nursery Teacher, Pre-Kindergarten Teacher (Pre-K Teacher), Teacher, Toddler Teacher

Tasks:

  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
  • Establish and enforce rules for behavior and procedures for maintaining order.
  • Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
  • Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
  • Serve meals and snacks in accordance with nutritional guidelines.

Detailed Work Activities:

  • Teach life skills.
  • Provide for basic needs of children.
  • Set up classroom materials or equipment.
  • Establish rules or policies governing student behavior.
  • Modify teaching methods or materials to accommodate student needs.

Work Context:

  • Contact With Others — 89% responded “Constant contact with others.”
  • Indoors, Environmentally Controlled — 83% responded “Every day.”
  • Work With Work Group or Team — 60% responded “Extremely important.”
  • Face-to-Face Discussions — 72% responded “Every day.”
  • Physical Proximity — 46% responded “Very close (near touching).”
  • Coordinate or Lead Others — 38% responded “Extremely important.”
  • Impact of Decisions on Co-workers or Company Results — 35% responded “Very important results.”
  • Spend Time Standing — 48% responded “More than half the time.”
  • Structured versus Unstructured Work — 39% responded “Some freedom.”
  • Freedom to Make Decisions — 35% responded “Some freedom.”
  • Frequency of Decision Making — 55% responded “Every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 48% responded “Every day.”
  • Frequency of Conflict Situations — 42% responded “Every day.”
  • Importance of Being Exact or Accurate — 42% responded “Important.”
  • Letters and Memos — 29% responded “Every day.”
  • Deal With External Customers — 36% responded “Extremely important.”
  • Deal With Unpleasant or Angry People — 30% responded “Every day.”
  • Outdoors, Exposed to Weather — 36% responded “Never.”
  • Spend Time Walking and Running — 34% responded “More than half the time.”
  • Consequence of Error — 28% responded “Not serious at all.”
  • Exposed to Disease or Infections — 31% responded “Every day.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 31% responded “About half the time.”
  • Time Pressure — 32% responded “Once a year or more but not every month.”
  • Responsible for Others’ Health and Safety — 38% responded “Limited responsibility.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 37% responded “More than half the time.”
  • Contact With Others — 89% responded “Constant contact with others.”
  • Indoors, Environmentally Controlled — 83% responded “Every day.”
  • Work With Work Group or Team — 60% responded “Extremely important.”
  • Face-to-Face Discussions — 72% responded “Every day.”
  • Physical Proximity — 46% responded “Very close (near touching).”
  • Coordinate or Lead Others — 38% responded “Extremely important.”
  • Impact of Decisions on Co-workers or Company Results — 35% responded “Very important results.”
  • Spend Time Standing — 48% responded “More than half the time.”
  • Structured versus Unstructured Work — 39% responded “Some freedom.”
  • Freedom to Make Decisions — 35% responded “Some freedom.”
  • Frequency of Decision Making — 55% responded “Every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 48% responded “Every day.”
  • Frequency of Conflict Situations — 42% responded “Every day.”
  • Importance of Being Exact or Accurate — 42% responded “Important.”
  • Letters and Memos — 29% responded “Every day.”
  • Deal With External Customers — 36% responded “Extremely important.”
  • Deal With Unpleasant or Angry People — 30% responded “Every day.”
  • Outdoors, Exposed to Weather — 36% responded “Never.”
  • Spend Time Walking and Running — 34% responded “More than half the time.”
  • Consequence of Error — 28% responded “Not serious at all.”
  • Exposed to Disease or Infections — 31% responded “Every day.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 31% responded “About half the time.”
  • Time Pressure — 32% responded “Once a year or more but not every month.”
  • Responsible for Others’ Health and Safety — 38% responded “Limited responsibility.”
  • Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls — 37% responded “More than half the time.”
View more information on this job

Child, Family, and School Social Workers

Provide social services and assistance to improve the social and psychological functioning of children and their families and to maximize the family well-being and the academic functioning of children. May assist parents, arrange adoptions, and find foster homes for abandoned or abused children. In schools, they address such problems as teenage pregnancy, misbehavior, and truancy. May also advise teachers.

Sample of reported job titles:

Sample of reported job titles: Adoption Social Worker, Case Manager, Case Worker, Child Protective Services Social Worker (CPS Social Worker), Family Protection Specialist, Family Resource Coordinator, Family Service Worker, Foster Care Social Worker, School Social Worker, Youth Services Specialist

Tasks:

  • Maintain case history records and prepare reports.
  • Interview clients individually, in families, or in groups, assessing their situations, capabilities, and problems to determine what services are required to meet their needs.
  • Serve as liaisons between students, homes, schools, family services, child guidance clinics, courts, protective services, doctors, and other contacts to help children who face problems, such as disabilities, abuse, or poverty.
  • Develop and review service plans in consultation with clients and perform follow-ups assessing the quantity and quality of services provided.
  • Address legal issues, such as child abuse and discipline, assisting with hearings and providing testimony to inform custody arrangements.

Detailed Work Activities:

  • Maintain client records.
  • Write reports or evaluations.
  • Interview clients to gather information about their backgrounds, needs, or progress.
  • Advocate for individual or community needs.
  • Arrange physical or mental health services for clients.

Work Context:

  • Electronic Mail — 100% responded “Every day.”
  • Contact With Others — 95% responded “Constant contact with others.”
  • Face-to-Face Discussions — 95% responded “Every day.”
  • Telephone — 95% responded “Every day.”
  • Work With Work Group or Team — 77% responded “Extremely important.”
  • Frequency of Conflict Situations — 63% responded “Every day.”
  • Deal With Unpleasant or Angry People — 58% responded “Every day.”
  • Freedom to Make Decisions — 48% responded “A lot of freedom.”
  • Structured versus Unstructured Work — 48% responded “A lot of freedom.”
  • Time Pressure — 58% responded “Every day.”
  • Deal With External Customers — 52% responded “Extremely important.”
  • Importance of Being Exact or Accurate — 52% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 66% responded “Every day.”
  • Frequency of Decision Making — 71% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 43% responded “Important results.”
  • Letters and Memos — 31% responded “Once a month or more but not every week.”
  • Coordinate or Lead Others — 41% responded “Very important.”
  • Duration of Typical Work Week — 57% responded “40 hours.”
  • Consequence of Error — 48% responded “Extremely serious.”
  • Spend Time Sitting — 47% responded “More than half the time.”
  • Spend Time Making Repetitive Motions — 37% responded “More than half the time.”
  • Deal With Physically Aggressive People — 38% responded “Once a week or more but not every day.”
  • Physical Proximity — 43% responded “I work with others but not closely (e.g., private office).”
  • Importance of Repeating Same Tasks — 23% responded “Very important.”
  • Electronic Mail — 100% responded “Every day.”
  • Contact With Others — 95% responded “Constant contact with others.”
  • Face-to-Face Discussions — 95% responded “Every day.”
  • Telephone — 95% responded “Every day.”
  • Work With Work Group or Team — 77% responded “Extremely important.”
  • Frequency of Conflict Situations — 63% responded “Every day.”
  • Deal With Unpleasant or Angry People — 58% responded “Every day.”
  • Freedom to Make Decisions — 48% responded “A lot of freedom.”
  • Structured versus Unstructured Work — 48% responded “A lot of freedom.”
  • Time Pressure — 58% responded “Every day.”
  • Deal With External Customers — 52% responded “Extremely important.”
  • Importance of Being Exact or Accurate — 52% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 66% responded “Every day.”
  • Frequency of Decision Making — 71% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 43% responded “Important results.”
  • Letters and Memos — 31% responded “Once a month or more but not every week.”
  • Coordinate or Lead Others — 41% responded “Very important.”
  • Duration of Typical Work Week — 57% responded “40 hours.”
  • Consequence of Error — 48% responded “Extremely serious.”
  • Spend Time Sitting — 47% responded “More than half the time.”
  • Spend Time Making Repetitive Motions — 37% responded “More than half the time.”
  • Deal With Physically Aggressive People — 38% responded “Once a week or more but not every day.”
  • Physical Proximity — 43% responded “I work with others but not closely (e.g., private office).”
  • Importance of Repeating Same Tasks — 23% responded “Very important.”
View more information on this job

Middle School Teachers, Except Special and Career/Technical Education

Teach one or more subjects to students at the middle, intermediate, or junior high school level.

Sample of reported job titles:

Sample of reported job titles: Art Teacher, English Teacher, Language Arts Teacher (LA Teacher), Math Teacher (Mathematics Teacher), Middle School Teacher, Music Teacher, PE Teacher (Physical Education Teacher), Science Teacher, Social Studies Teacher, Teacher

Tasks:

  • Prepare materials and classrooms for class activities.
  • Observe and evaluate students’ performance, behavior, social development, and physical health.
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  • Prepare, administer, and grade tests and assignments to evaluate students’ progress.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.

Detailed Work Activities:

  • Encourage students.
  • Modify teaching methods or materials to accommodate student needs.
  • Develop instructional objectives.
  • Establish rules or policies governing student behavior.
  • Evaluate student work.

Work Context:

  • Electronic Mail — 93% responded “Every day.”
  • Face-to-Face Discussions — 80% responded “Every day.”
  • Contact With Others — 77% responded “Constant contact with others.”
  • Work With Work Group or Team — 71% responded “Extremely important.”
  • Structured versus Unstructured Work — 72% responded “A lot of freedom.”
  • Duration of Typical Work Week — 78% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled — 77% responded “Every day.”
  • Freedom to Make Decisions — 54% responded “A lot of freedom.”
  • Physical Proximity — 70% responded “Moderately close (at arm’s length).”
  • Frequency of Decision Making — 72% responded “Every day.”
  • Public Speaking — 70% responded “Every day.”
  • Coordinate or Lead Others — 41% responded “Extremely important.”
  • Spend Time Standing — 41% responded “More than half the time.”
  • Deal With Unpleasant or Angry People — 29% responded “Once a year or more but not every month.”
  • Importance of Being Exact or Accurate — 53% responded “Important.”
  • Telephone — 40% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 45% responded “Important results.”
  • Time Pressure — 51% responded “Once a week or more but not every day.”
  • Letters and Memos — 37% responded “Once a week or more but not every day.”
  • Importance of Repeating Same Tasks — 34% responded “Very important.”
  • Responsibility for Outcomes and Results — 61% responded “Moderate responsibility.”
  • Responsible for Others’ Health and Safety — 33% responded “Moderate responsibility.”
  • Frequency of Conflict Situations — 33% responded “Once a week or more but not every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 29% responded “Once a week or more but not every day.”
  • Spend Time Walking and Running — 56% responded “Less than half the time.”
  • Electronic Mail — 93% responded “Every day.”
  • Face-to-Face Discussions — 80% responded “Every day.”
  • Contact With Others — 77% responded “Constant contact with others.”
  • Work With Work Group or Team — 71% responded “Extremely important.”
  • Structured versus Unstructured Work — 72% responded “A lot of freedom.”
  • Duration of Typical Work Week — 78% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled — 77% responded “Every day.”
  • Freedom to Make Decisions — 54% responded “A lot of freedom.”
  • Physical Proximity — 70% responded “Moderately close (at arm’s length).”
  • Frequency of Decision Making — 72% responded “Every day.”
  • Public Speaking — 70% responded “Every day.”
  • Coordinate or Lead Others — 41% responded “Extremely important.”
  • Spend Time Standing — 41% responded “More than half the time.”
  • Deal With Unpleasant or Angry People — 29% responded “Once a year or more but not every month.”
  • Importance of Being Exact or Accurate — 53% responded “Important.”
  • Telephone — 40% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 45% responded “Important results.”
  • Time Pressure — 51% responded “Once a week or more but not every day.”
  • Letters and Memos — 37% responded “Once a week or more but not every day.”
  • Importance of Repeating Same Tasks — 34% responded “Very important.”
  • Responsibility for Outcomes and Results — 61% responded “Moderate responsibility.”
  • Responsible for Others’ Health and Safety — 33% responded “Moderate responsibility.”
  • Frequency of Conflict Situations — 33% responded “Once a week or more but not every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 29% responded “Once a week or more but not every day.”
  • Spend Time Walking and Running — 56% responded “Less than half the time.”
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Special Education Teachers, Kindergarten and Elementary School

Teach academic, social, and life skills to elementary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Sample of reported job titles:

Emotional Disabilities Teacher, Hearing Impaired Itinerant Teacher (HI Itinerant Teacher), Learning Support Teacher, Resource Program Teacher, Severe Emotional Disorders Elementary Teacher (SED Elementary Teacher), Special Education Inclusion Teacher, Special Education Resource Teacher, Special Education Teacher

Tasks:

  • Administer standardized ability and achievement tests to elementary students with special needs.
  • Attend professional meetings, educational conferences, or teacher training workshops to maintain or improve professional competence.
  • Collaborate with other teachers or administrators to develop, evaluate, or revise elementary school programs.
  • Confer with other staff members to plan or schedule lessons promoting learning, following approved curricula.
  • Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students’ educational, physical, or social development.

Detailed Work Activities:

  • Collaborate with other teaching professionals to develop educational programs.
  • Develop strategies or programs for students with special needs.
  • Teach life skills.
  • Administer tests to assess educational needs or progress.
  • Develop instructional objectives.
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Special Education Teachers, Secondary School

Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Sample of reported job titles:

Sample of reported job titles: Career and Transition Teacher, High School Special Education Teacher, Interrelated Special Education Teacher, Learning Disabilities Special Education Teacher (LD Special Education Teacher), Learning Support Teacher, Resource Teacher, Special Day Class Teacher (SDC Teacher), Special Education Resource Teacher, Special Education Teacher, Teacher

Tasks:

  • Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
  • Observe and evaluate students’ performance, behavior, social development, and physical health.
  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  • Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.

Detailed Work Activities:

  • Develop strategies or programs for students with special needs.
  • Evaluate student work.
  • Monitor student performance.
  • Monitor student behavior, social development, or health.
  • Teach life skills.

Work Context:

  • Electronic Mail — 98% responded “Every day.”
  • Contact With Others — 91% responded “Constant contact with others.”
  • Face-to-Face Discussions — 86% responded “Every day.”
  • Work With Work Group or Team — 90% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 88% responded “Every day.”
  • Freedom to Make Decisions — 61% responded “Some freedom.”
  • Duration of Typical Work Week — 74% responded “More than 40 hours.”
  • Coordinate or Lead Others — 49% responded “Extremely important.”
  • Structured versus Unstructured Work — 48% responded “Some freedom.”
  • Telephone — 54% responded “Once a week or more but not every day.”
  • Time Pressure — 44% responded “Every day.”
  • Frequency of Conflict Situations — 36% responded “Every day.”
  • Physical Proximity — 68% responded “Moderately close (at arm’s length).”
  • Frequency of Decision Making — 51% responded “Every day.”
  • Importance of Being Exact or Accurate — 38% responded “Very important.”
  • Deal With External Customers — 40% responded “Extremely important.”
  • Deal With Unpleasant or Angry People — 36% responded “Once a week or more but not every day.”
  • Letters and Memos — 31% responded “Every day.”
  • Public Speaking — 46% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 38% responded “Important results.”
  • Responsibility for Outcomes and Results — 23% responded “Very high responsibility.”
  • Spend Time Standing — 51% responded “About half the time.”
  • Responsible for Others’ Health and Safety — 31% responded “Very high responsibility.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 29% responded “Never.”
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Kindergarten Teachers, Except Special Education

Teach academic and social skills to kindergarten students.

Sample of reported job titles:

Sample of reported job titles: Bilingual Kindergarten Teacher, Classroom Teacher, Educator, Instructor, Kinder Teacher, Kindergarten Classroom Teacher, Teacher, Title One Kindergarten Teacher, Transitional Kindergarten Teacher

Tasks:

  • Establish and enforce rules for behavior and policies and procedures to maintain order among students.
  • Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Instruct students individually and in groups, adapting teaching methods to meet students’ varying needs and interests.
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.
  • Demonstrate activities to children.

Detailed Work Activities:

  • Establish rules or policies governing student behavior.
  • Encourage students.
  • Modify teaching methods or materials to accommodate student needs.
  • Teach life skills.
  • Apply multiple teaching methods.

Work Context:

  • Electronic Mail — 93% responded “Every day.”
  • Contact With Others — 83% responded “Constant contact with others.”
  • Face-to-Face Discussions — 72% responded “Every day.”
  • Work With Work Group or Team — 76% responded “Extremely important.”
  • Physical Proximity — 66% responded “Very close (near touching).”
  • Deal With External Customers — 55% responded “Extremely important.”
  • Duration of Typical Work Week — 69% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled — 78% responded “Every day.”
  • Freedom to Make Decisions — 39% responded “Some freedom.”
  • Frequency of Decision Making — 70% responded “Every day.”
  • Coordinate or Lead Others — 49% responded “Extremely important.”
  • Letters and Memos — 45% responded “Once a week or more but not every day.”
  • Spend Time Standing — 50% responded “More than half the time.”
  • Impact of Decisions on Co-workers or Company Results — 52% responded “Very important results.”
  • Public Speaking — 54% responded “Every day.”
  • Structured versus Unstructured Work — 46% responded “Some freedom.”
  • Telephone — 46% responded “Once a week or more but not every day.”
  • Time Pressure — 38% responded “Once a week or more but not every day.”
  • Exposed to Disease or Infections — 49% responded “Every day.”
  • Importance of Being Exact or Accurate — 34% responded “Very important.”
  • Spend Time Walking and Running — 26% responded “More than half the time.”
  • Frequency of Conflict Situations — 25% responded “Once a year or more but not every month.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 32% responded “Every day.”
  • Electronic Mail — 93% responded “Every day.”
  • Contact With Others — 83% responded “Constant contact with others.”
  • Face-to-Face Discussions — 72% responded “Every day.”
  • Work With Work Group or Team — 76% responded “Extremely important.”
  • Physical Proximity — 66% responded “Very close (near touching).”
  • Deal With External Customers — 55% responded “Extremely important.”
  • Duration of Typical Work Week — 69% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled — 78% responded “Every day.”
  • Freedom to Make Decisions — 39% responded “Some freedom.”
  • Frequency of Decision Making — 70% responded “Every day.”
  • Coordinate or Lead Others — 49% responded “Extremely important.”
  • Letters and Memos — 45% responded “Once a week or more but not every day.”
  • Spend Time Standing — 50% responded “More than half the time.”
  • Impact of Decisions on Co-workers or Company Results — 52% responded “Very important results.”
  • Public Speaking — 54% responded “Every day.”
  • Structured versus Unstructured Work — 46% responded “Some freedom.”
  • Telephone — 46% responded “Once a week or more but not every day.”
  • Time Pressure — 38% responded “Once a week or more but not every day.”
  • Exposed to Disease or Infections — 49% responded “Every day.”
  • Importance of Being Exact or Accurate — 34% responded “Very important.”
  • Spend Time Walking and Running — 26% responded “More than half the time.”
  • Frequency of Conflict Situations — 25% responded “Once a year or more but not every month.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 32% responded “Every day.”
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Education and Childcare Administrators, Preschool and Daycare

Plan, direct, or coordinate academic or nonacademic activities of preschools or childcare centers and programs, including before- and after-school care.

Sample of reported job titles:

Sample of reported job titles: Childcare Director, Early Head Start Director, Education Coordinator, Education Director, Education Site Manager, Preschool Director, Preschool Program Director, Principal, Site Coordinator

Tasks:

  • Confer with parents and staff to discuss educational activities and policies and students’ behavioral or learning problems.
  • Monitor students’ progress and provide students and teachers with assistance in resolving any problems.
  • Recruit, hire, train, and evaluate primary and supplemental staff and recommend personnel actions for programs and services.
  • Teach classes or courses or provide direct care to children.
  • Set educational standards and goals and help establish policies, procedures, and programs to carry them out.

Detailed Work Activities:

  • Advise others on career or personal development.
  • Monitor performance of organizational members or partners.
  • Conduct employee training programs.
  • Evaluate employee performance.
  • Recruit personnel.

Work Context:

  • Contact With Others — 98% responded “Constant contact with others.”
  • Telephone — 90% responded “Every day.”
  • Face-to-Face Discussions — 94% responded “Every day.”
  • Electronic Mail — 91% responded “Every day.”
  • Responsibility for Outcomes and Results — 65% responded “Very high responsibility.”
  • Work With Work Group or Team — 54% responded “Extremely important.”
  • Responsible for Others’ Health and Safety — 65% responded “Very high responsibility.”
  • Frequency of Decision Making — 76% responded “Every day.”
  • Structured versus Unstructured Work — 50% responded “A lot of freedom.”
  • Freedom to Make Decisions — 62% responded “A lot of freedom.”
  • Coordinate or Lead Others — 55% responded “Very important.”
  • Duration of Typical Work Week — 77% responded “More than 40 hours.”
  • Letters and Memos — 67% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 59% responded “Very important results.”
  • Importance of Being Exact or Accurate — 48% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 76% responded “Every day.”
  • Physical Proximity — 45% responded “Moderately close (at arm’s length).”
  • Time Pressure — 42% responded “Every day.”
  • Consequence of Error — 57% responded “Extremely serious.”
  • Deal With External Customers — 52% responded “Extremely important.”
  • Frequency of Conflict Situations — 52% responded “Once a month or more but not every week.”
  • Importance of Repeating Same Tasks — 43% responded “Extremely important.”
  • Spend Time Sitting — 42% responded “About half the time.”
  • Deal With Unpleasant or Angry People — 49% responded “Once a month or more but not every week.”
  • Contact With Others — 98% responded “Constant contact with others.”
  • Telephone — 90% responded “Every day.”
  • Face-to-Face Discussions — 94% responded “Every day.”
  • Electronic Mail — 91% responded “Every day.”
  • Responsibility for Outcomes and Results — 65% responded “Very high responsibility.”
  • Work With Work Group or Team — 54% responded “Extremely important.”
  • Responsible for Others’ Health and Safety — 65% responded “Very high responsibility.”
  • Frequency of Decision Making — 76% responded “Every day.”
  • Structured versus Unstructured Work — 50% responded “A lot of freedom.”
  • Freedom to Make Decisions — 62% responded “A lot of freedom.”
  • Coordinate or Lead Others — 55% responded “Very important.”
  • Duration of Typical Work Week — 77% responded “More than 40 hours.”
  • Letters and Memos — 67% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 59% responded “Very important results.”
  • Importance of Being Exact or Accurate — 48% responded “Extremely important.”
  • Indoors, Environmentally Controlled — 76% responded “Every day.”
  • Physical Proximity — 45% responded “Moderately close (at arm’s length).”
  • Time Pressure — 42% responded “Every day.”
  • Consequence of Error — 57% responded “Extremely serious.”
  • Deal With External Customers — 52% responded “Extremely important.”
  • Frequency of Conflict Situations — 52% responded “Once a month or more but not every week.”
  • Importance of Repeating Same Tasks — 43% responded “Extremely important.”
  • Spend Time Sitting — 42% responded “About half the time.”
  • Deal With Unpleasant or Angry People — 49% responded “Once a month or more but not every week.”
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Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors

Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.

Sample of reported job titles:

Sample of reported job titles: Adult Basic Education Instructor (ABE Instructor), Adult Basic Education Teacher (ABE Teacher), Adult Education Instructor, Adult Education Teacher, ESL Instructor (English as a Second Language Instructor), ESL Teacher (English as a Second Language Teacher), ESOL Teacher (English for Speakers of Other Languages Teacher), GED Instructor (General Educational Development Instructor), GED Teacher (General Educational Development Teacher), Teacher

Tasks:

  • Observe and evaluate students’ work to determine progress and make suggestions for improvement.
  • Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
  • Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
  • Adapt teaching methods and instructional materials to meet students’ varying needs, abilities, and interests.
  • Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.

Detailed Work Activities:

  • Evaluate student work.
  • Monitor student performance.
  • Assess educational needs of students.
  • Develop instructional objectives.
  • Modify teaching methods or materials to accommodate student needs.

Work Context:

  • Electronic Mail — 73% responded “Every day.”
  • Face-to-Face Discussions — 65% responded “Every day.”
  • Structured versus Unstructured Work — 46% responded “A lot of freedom.”
  • Coordinate or Lead Others — 50% responded “Extremely important.”
  • Contact With Others — 59% responded “Constant contact with others.”
  • Freedom to Make Decisions — 44% responded “A lot of freedom.”
  • Physical Proximity — 57% responded “Moderately close (at arm’s length).”
  • Indoors, Environmentally Controlled — 58% responded “Every day.”
  • Importance of Being Exact or Accurate — 50% responded “Extremely important.”
  • Work With Work Group or Team — 37% responded “Very important.”
  • Frequency of Decision Making — 53% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 38% responded “Important results.”
  • Public Speaking — 46% responded “Every day.”
  • Telephone — 47% responded “Once a week or more but not every day.”
  • Spend Time Standing — 43% responded “About half the time.”
  • Deal With External Customers — 30% responded “Important.”
  • Responsibility for Outcomes and Results — 39% responded “High responsibility.”
  • Time Pressure — 44% responded “Once a month or more but not every week.”
  • Spend Time Sitting — 45% responded “About half the time.”
  • Electronic Mail — 73% responded “Every day.”
  • Face-to-Face Discussions — 65% responded “Every day.”
  • Structured versus Unstructured Work — 46% responded “A lot of freedom.”
  • Coordinate or Lead Others — 50% responded “Extremely important.”
  • Contact With Others — 59% responded “Constant contact with others.”
  • Freedom to Make Decisions — 44% responded “A lot of freedom.”
  • Physical Proximity — 57% responded “Moderately close (at arm’s length).”
  • Indoors, Environmentally Controlled — 58% responded “Every day.”
  • Importance of Being Exact or Accurate — 50% responded “Extremely important.”
  • Work With Work Group or Team — 37% responded “Very important.”
  • Frequency of Decision Making — 53% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 38% responded “Important results.”
  • Public Speaking — 46% responded “Every day.”
  • Telephone — 47% responded “Once a week or more but not every day.”
  • Spend Time Standing — 43% responded “About half the time.”
  • Deal With External Customers — 30% responded “Important.”
  • Responsibility for Outcomes and Results — 39% responded “High responsibility.”
  • Time Pressure — 44% responded “Once a month or more but not every week.”
  • Spend Time Sitting — 45% responded “About half the time.”
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Career/Technical Education Teachers, Secondary School

Teach occupational, vocational, career, or technical subjects to students at the secondary school level.

Sample of reported job titles:

Sample of reported job titles: Agricultural Education Teacher, Allied Health Teacher, Business Education Teacher, Cosmetology Teacher, Drafting Instructor, Family and Consumer Sciences Teacher (FACS Teacher), Instructor, Teacher, Technology Education Teacher, Vocational Teacher

Tasks:

  • Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Observe and evaluate students’ performance, behavior, social development, and physical health.
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.

Detailed Work Activities:

  • Apply multiple teaching methods.
  • Establish rules or policies governing student behavior.
  • Evaluate student work.
  • Develop instructional objectives.
  • Monitor student performance.

Work Context:

  • Electronic Mail — 93% responded “Every day.”
  • Face-to-Face Discussions — 92% responded “Every day.”
  • Public Speaking — 86% responded “Every day.”
  • Contact With Others — 75% responded “Constant contact with others.”
  • Coordinate or Lead Others — 54% responded “Extremely important.”
  • Freedom to Make Decisions — 49% responded “A lot of freedom.”
  • Indoors, Environmentally Controlled — 76% responded “Every day.”
  • Structured versus Unstructured Work — 51% responded “A lot of freedom.”
  • Work With Work Group or Team — 44% responded “Extremely important.”
  • Duration of Typical Work Week — 64% responded “More than 40 hours.”
  • Physical Proximity — 61% responded “Moderately close (at arm’s length).”
  • Frequency of Decision Making — 41% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 36% responded “Very important results.”
  • Telephone — 52% responded “Once a week or more but not every day.”
  • Time Pressure — 38% responded “Once a week or more but not every day.”
  • Responsible for Others’ Health and Safety — 49% responded “Very high responsibility.”
  • Importance of Being Exact or Accurate — 51% responded “Very important.”
  • Frequency of Conflict Situations — 43% responded “Once a week or more but not every day.”
  • Deal With Unpleasant or Angry People — 29% responded “Once a month or more but not every week.”
  • Responsibility for Outcomes and Results — 32% responded “Very high responsibility.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 32% responded “Every day.”
  • Spend Time Standing — 47% responded “About half the time.”
  • Letters and Memos — 48% responded “Once a month or more but not every week.”
  • Deal With External Customers — 35% responded “Important.”
  • Electronic Mail — 93% responded “Every day.”
  • Face-to-Face Discussions — 92% responded “Every day.”
  • Public Speaking — 86% responded “Every day.”
  • Contact With Others — 75% responded “Constant contact with others.”
  • Coordinate or Lead Others — 54% responded “Extremely important.”
  • Freedom to Make Decisions — 49% responded “A lot of freedom.”
  • Indoors, Environmentally Controlled — 76% responded “Every day.”
  • Structured versus Unstructured Work — 51% responded “A lot of freedom.”
  • Work With Work Group or Team — 44% responded “Extremely important.”
  • Duration of Typical Work Week — 64% responded “More than 40 hours.”
  • Physical Proximity — 61% responded “Moderately close (at arm’s length).”
  • Frequency of Decision Making — 41% responded “Every day.”
  • Impact of Decisions on Co-workers or Company Results — 36% responded “Very important results.”
  • Telephone — 52% responded “Once a week or more but not every day.”
  • Time Pressure — 38% responded “Once a week or more but not every day.”
  • Responsible for Others’ Health and Safety — 49% responded “Very high responsibility.”
  • Importance of Being Exact or Accurate — 51% responded “Very important.”
  • Frequency of Conflict Situations — 43% responded “Once a week or more but not every day.”
  • Deal With Unpleasant or Angry People — 29% responded “Once a month or more but not every week.”
  • Responsibility for Outcomes and Results — 32% responded “Very high responsibility.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 32% responded “Every day.”
  • Spend Time Standing — 47% responded “About half the time.”
  • Letters and Memos — 48% responded “Once a month or more but not every week.”
  • Deal With External Customers — 35% responded “Important.”
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Special Education Teachers, Preschool

Teach academic, social, and life skills to preschool-aged students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.

Sample of reported job titles:

Sample of reported job titles: Early Childhood Special Education Teacher (ECSE Teacher), Early Intervention Teacher, Exceptional Student Education Teacher (ESE Teacher), Handicapped Teacher, Preschool Special Education Teacher, Resource Teacher, Severe/Profound Mental Handicaps Special Education Teacher, Special Education Resource Teacher, Special Education Teacher, Teacher

Tasks:

  • Employ special educational strategies or techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, or memory.
  • Teach socially acceptable behavior, employing techniques such as behavior modification or positive reinforcement.
  • Communicate nonverbally with children to provide them with comfort, encouragement, or positive reinforcement.
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.
  • Develop individual educational plans (IEPs) designed to promote students’ educational, physical, or social development.

Detailed Work Activities:

  • Develop strategies or programs for students with special needs.
  • Teach life skills.
  • Collaborate with other teaching professionals to develop educational programs.
  • Encourage students.
  • Monitor student performance.

Work Context:

  • Contact With Others — 98% responded “Constant contact with others.”
  • Face-to-Face Discussions — 100% responded “Every day.”
  • Work With Work Group or Team — 66% responded “Extremely important.”
  • Electronic Mail — 74% responded “Every day.”
  • Physical Proximity — 72% responded “Very close (near touching).”
  • Indoors, Environmentally Controlled — 84% responded “Every day.”
  • Frequency of Decision Making — 72% responded “Every day.”
  • Freedom to Make Decisions — 71% responded “Some freedom.”
  • Structured versus Unstructured Work — 49% responded “Some freedom.”
  • Impact of Decisions on Co-workers or Company Results — 35% responded “Very important results.”
  • Telephone — 28% responded “Every day.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 46% responded “Every day.”
  • Coordinate or Lead Others — 30% responded “Very important.”
  • Letters and Memos — 51% responded “Once a week or more but not every day.”
  • Spend Time Kneeling, Crouching, Stooping, or Crawling — 36% responded “Less than half the time.”
  • Spend Time Standing — 48% responded “About half the time.”
  • Responsible for Others’ Health and Safety — 28% responded “Moderate responsibility.”
  • Spend Time Bending or Twisting the Body — 32% responded “Continually or almost continually.”
  • Responsibility for Outcomes and Results — 24% responded “Very high responsibility.”
  • Importance of Being Exact or Accurate — 41% responded “Important.”
  • Duration of Typical Work Week — 54% responded “40 hours.”
  • Exposed to Disease or Infections — 32% responded “Every day.”
  • Spend Time Making Repetitive Motions — 32% responded “About half the time.”
  • Time Pressure — 34% responded “Once a month or more but not every week.”
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Career/Technical Education Teachers, Middle School

Teach occupational, vocational, career, or technical subjects to students at the middle, intermediate, or junior high school level.

Sample of reported job titles:

Sample of reported job titles: Business Education Teacher, Business Teacher, Career and Technology Education Teacher (CTE Teacher), Computer Teacher, Family and Consumer Sciences Teacher (FACS Teacher), Industrial Arts Teacher, Industrial Technology Teacher, Teacher, Technology Education Teacher (Tech Ed Teacher), Technology Teacher

Tasks:

  • Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
  • Prepare materials and classrooms for class activities.
  • Adapt teaching methods and instructional materials to meet students’ varying needs and interests.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.

Detailed Work Activities:

  • Apply multiple teaching methods.
  • Set up classroom materials or equipment.
  • Establish rules or policies governing student behavior.
  • Modify teaching methods or materials to accommodate student needs.
  • Develop instructional objectives.

Work Context:

  • Electronic Mail — 81% responded “Every day.”
  • Contact With Others — 82% responded “Constant contact with others.”
  • Face-to-Face Discussions — 59% responded “Every day.”
  • Frequency of Decision Making — 84% responded “Every day.”
  • Freedom to Make Decisions — 57% responded “Some freedom.”
  • Duration of Typical Work Week — 65% responded “More than 40 hours.”
  • Indoors, Environmentally Controlled — 78% responded “Every day.”
  • Structured versus Unstructured Work — 47% responded “A lot of freedom.”
  • Coordinate or Lead Others — 65% responded “Very important.”
  • Work With Work Group or Team — 54% responded “Very important.”
  • Physical Proximity — 60% responded “Moderately close (at arm’s length).”
  • Deal With Unpleasant or Angry People — 43% responded “Every day.”
  • Time Pressure — 85% responded “Once a week or more but not every day.”
  • Deal With External Customers — 60% responded “Very important.”
  • Frequency of Conflict Situations — 42% responded “Once a week or more but not every day.”
  • Importance of Being Exact or Accurate — 60% responded “Very important.”
  • Telephone — 57% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 43% responded “Very important results.”
  • Spend Time Standing — 54% responded “More than half the time.”
  • Public Speaking — 52% responded “Every day.”
  • Responsibility for Outcomes and Results — 33% responded “High responsibility.”
  • Letters and Memos — 35% responded “Once a week or more but not every day.”
  • Responsible for Others’ Health and Safety — 36% responded “Moderate responsibility.”
  • Sounds, Noise Levels Are Distracting or Uncomfortable — 46% responded “Once a week or more but not every day.”
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The North region encompasses seven counties (El Dorado, Nevada, Placer, Sacramento, Sutter, Yolo, Yuba).

The Far North region encompasses 15 counties (Butte, Colusa, Del Norte, Glenn, Humboldt, Lake, Lassen, Mendocino, Modoc, Plumas, Shasta, Sierra, Siskiyou, Tehama, Trinity).

Specialized skills are specific to the occupation, or group of occupations, and represent job-specific competencies.

Technical skills refer to the specific software and technology regularly encountered on the job.

Employability skills (sometimes referred to as “common skills”) are foundational skills that cross occupations and industries. Many common skills, like, communication and team work, are also considered soft skills.