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Careers in Focus: Education, Third Edition

Copyright © 2009 by Infobase Publishing

All rights reserved. No part of this book may be reproduced or utilized in any
form or by any means, electronic or mechanical, including photocopying, record-
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Ferguson
An imprint of Infobase Publishing
132 West 31st Street
New York NY 10001

Library of Congress Cataloging-in-Publication Data

Careers in focus. Education. — 3rd ed.

p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-8160-7298-9 (alk. paper)
ISBN-10: 0-8160-7298-1 (alk. paper)
1. Education—Vocational guidance—United States—Juvenile literature. 2.
Teaching—Vocational guidance—United States—Juvenile literature. I. Ferguson
Publishing. II. Title: Education.
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This book is printed on acid-free paper.

Table of Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Adult and Vocational Education Teachers . . . . . . 7
Career and Employment Counselors
and Technicians. . . . . . . . . . . . . . . . . . . . . . . 15
College Administrators. . . . . . . . . . . . . . . . . . . . 27
College Professors . . . . . . . . . . . . . . . . . . . . . . . 35
Computer Trainers. . . . . . . . . . . . . . . . . . . . . . . 45
Education Directors and Museum Teachers. . . . 52
Elementary School Teachers. . . . . . . . . . . . . . . . 61
English as a Second Language (ESL)
Teachers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Guidance Counselors. . . . . . . . . . . . . . . . . . . . . 82
Interpreters and Translators. . . . . . . . . . . . . . . . 92
Mathematics Teachers . . . . . . . . . . . . . . . . . . . 104
Naturalists. . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Nursing Instructors . . . . . . . . . . . . . . . . . . . . . 124
Park Rangers . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Preschool Teachers. . . . . . . . . . . . . . . . . . . . . . 141
School Administrators. . . . . . . . . . . . . . . . . . . 150
Secondary School Teachers. . . . . . . . . . . . . . . . 158
Special Education Teachers. . . . . . . . . . . . . . . 166
Speech-Language Pathologists
and Audiologists. . . . . . . . . . . . . . . . . . . . . . 174
Sports Instructors and Coaches . . . . . . . . . . . . 183
Teacher Aides. . . . . . . . . . . . . . . . . . . . . . . . . . 192
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
 Introduction
The majority of people involved in education are teachers. Teach-
ing responsibilities can vary greatly from job to job in terms of
subjects, schedules, and assigned duties. For example, elementary
school teachers typically work with one group of children all day,
while secondary school teachers (junior and senior high school) meet
four, five, or more groups of students throughout the day. College
professors may only present a few lectures per day, but many must
also conduct scholarly research.
Teachers of younger children perform many of the roles of a
parent, so the jobs of the preschool, kindergarten, and elementary
school teachers include the personal and social responsibilities that
are assumed by parents at home. These jobs, of course, also include
the full gamut of responsibilities for the emotional and intellectual
growth of children. Responsibilities of teachers of grades K–6 include
teaching, selecting and planning coursework, grading homework,
and evaluating student achievement. These teachers also participate
in conferences with parents, other teachers, and administrators, on
issues involving curriculum, instruction, and guidance.
High school teachers’ basic responsibilities are similar to those of
elementary school teachers, but they act less as parent substitutes and
are more concerned with academics. Typically, high school teachers
specialize in one or two subjects. But even at the high school level,
teachers are concerned about more than the students’ academic prog-
ress. They also help students deal with personal problems and advise
them in matters concerning their future, such as selecting colleges
and careers.
Similar to the high school teacher, the college professor shares a
commitment to a specific field of knowledge, but the commitment
is generally more specific and intensive. College professors generally
participate in the activities of a professional society or association,
and most write and publish books and articles to advance in their
careers. Increasingly, professors are sought out as consultants in
business, government, and public service. With more demands on
their time extending outside of the classroom, college teachers may
find difficulty in spending as much time with students as they would
like. Professors with years of experience and a high level of special-
ization may choose to teach at the graduate level. These teachers
spend more time in research activities and work with a small number
of graduate students.


 Careers in Focus: Education

At all levels of the profession, teachers today are generally better

educated than they were in the past. All states require the minimum
of a bachelor’s degree for a beginning position, and many teachers
have graduate degrees.
A variety of new opportunities for educators have evolved in
nontraditional areas. Qualified education professionals are needed
to work in agencies such as adult education programs, recreation
departments, drug and alcohol abuse programs, Planned Parent-
hood units, and government organizations such as the Peace Corps
and Job Corps. Careers in education extend beyond the typical class-
room setting.
Thousands of people are employed by professional organizations,
private agencies with educational programs, and government offices
of education. Every state in the United States has an office of educa-
tion that hires professionals to monitor and make recommendations
for local school policies. The federal government also employs pro-
fessionals to ensure that legislative mandates regarding education are
carried out at the state and local levels. Federal education officials
are concerned with such areas as bilingual education, transporta-
tion, and school health.
Colleges and universities hire workers with a background in edu-
cation to work as administrators. These workers handle financial aid
distribution, record-keeping, course development, and hiring.
Most positions in education outside the classroom require teach-
ing experience. For example, school and college administrators,
including superintendents and principals, often first serve as teach-
ers. Asso­ciation leaders and educators in government offices also
often begin their careers as teachers. To be qualified and experi-
enced for these higher-level positions, most education administra-
tors and government officials have also completed graduate study
in education.
According to the U.S. Department of Labor, employment in the
field of education is expected to increase by 11 percent between
2006 and 2016, about as fast as the average growth rate projected
for all industries combined. Many job openings will arise from the
need to replace workers who retire or change occupations.
The fastest growing careers in the education industry include
adult and vocational education teachers, college and university pro-
fessors and administrators, computer trainers, elementary school
teachers, and nursing instructors. The employment of career coun-
selors, guidance counselors, preschool and kindergarten teachers,
school administrators, and teacher aides is expected to grow at an
average rate. In addition, enrollment by foreign students has been
growing rapidly in recent years, spurring demand for specialized
 Introduction 

educators such as English as a second language teachers, as well as

interpreters and translators.
Anticipated growth in this industry is due, for the most part,
to two major trends. First, the number of people attending college
(including adults returning to school to continue their education) is
expected to grow in the next decade. At the same time, the federal
government has become committed to lowering the number of stu-
dents per class to improve educational environments, increasing the
need for more teachers.
Though college enrollment is also expected to increase, competi-
tion for full-time faculty and administrator positions will remain
high. Lower paid, part-time instructors, such as visiting professors
and graduate students, are increasingly replacing tenure-track fac-
ulty positions.
The U.S. Department of Labor projects that the number of spe-
cial education teachers will grow faster than average over the next
several years because of increasing enrollment of special education
students, continued emphasis on inclusion of disabled students in
general education classrooms, and the effort to reach students with
problems at younger ages.
Each article in Careers in Focus: Education discusses a particular
education occupation in detail. The articles also appear in Fergu-
son’s Encyclopedia of Careers and Vocational Guidance, but have
been updated and revised with the latest information from the U.S.
Department of Labor and other sources.
The following paragraphs detail the sections and features that
appear in the book.
The Quick Facts section provides a brief summary of the career
including recommended school subjects, personal skills, work
environment, minimum educational requirements, salary ranges,
certification or licensing requirements, and employment outlook.
This section also provides acronyms and identification numbers for
the following government classification indexes: the Dictionary of
Occupational Titles (DOT), the Guide for Occupational Exploration
(GOE), the National Occupational Classification (NOC) Index, and
the Occupational Information Network (O*NET)-Standard Occu-
pational Classification System (SOC) index. The DOT, GOE, and
O*NET-SOC indexes have been created by the U.S. government;
the NOC index is Canada’s career classification system. Readers
can use the identification numbers listed in the Quick Facts sec-
tion to access further information about a career. Print editions of
the DOT (Dictionary of Occupational Titles. Indianapolis, Ind.:
JIST Works, 1991) and GOE (Guide for Occupational Exploration.
Indianapolis, Ind.: JIST Works, 2001) are available at libraries.
 Careers in Focus: Education

Electronic versions of the NOC (http://www23.hrdc-drhc.gc.ca)

and O*NET-SOC (http://online.onetcenter.org) are available on the
Internet. When no DOT, GOE, NOC, or O*NET-SOC numbers are
present, this means that the U.S. Department of Labor or Human
Resources Development Canada have not created a numerical des-
ignation for this career. In this instance, you will see the acronym
“N/A,” or not available.
The Overview section is a brief introductory description of the
duties and responsibilities involved in this career. Oftentimes, a
career may have a variety of job titles. When this is the case, alter-
native career titles are presented. Employment statistics are also pro-
vided, when available. The History section describes the history of
the particular job as it relates to the overall development of its indus-
try or field. The Job describes the primary and secondary duties
of the job. Requirements discusses high school and postsecondary
education and training requirements, any certification or licensing
that is necessary, and other personal requirements for success in the
job. Exploring offers suggestions on how to gain experience in or
knowledge of the particular job before making a firm educational
and financial commitment. The focus is on what can be done while
still in high school (or in the early years of college) to gain a better
understanding of the job. The Employers section gives an overview
of typical places of employment for the job. Starting Out discusses
the best ways to land that first job, be it through the college career
services office, newspaper ads, Internet employment sites, or per-
sonal contact. The Advancement section describes what kind of
career path to expect from the job and how to get there. Earnings
lists salary ranges and describes the typical fringe benefits. The Work
Environment section describes the typical surroundings and condi-
tions of employment—whether indoors or outdoors, noisy or quiet,
social or independent. Also discussed are typical hours worked, any
seasonal fluctuations, and the stresses and strains of the job. The
Outlook section summarizes the job in terms of the general economy
and industry projections. For the most part, Outlook information
is obtained from the U.S. Bureau of Labor Statistics and is supple-
mented by information gathered from professional associations. Job
growth terms follow those used in the Occupational Outlook Hand-
book. Growth described as “much faster than the average” means an
increase of 21 percent or more. Growth described as “faster than the
average” means an increase of 14 to 20 percent. Growth described
as “about as fast as the average” means an increase of 7 to 13 per-
cent. Growth described as “more slowly than the average” means an
increase of 3 to 6 percent. “Little or no change” means a decrease
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 Introduction 

of 2 percent to an increase of 2 percent. “Decline” means a decrease

of 3 percent or more. Each article ends with For More Information,
which lists organizations that provide information on training, edu-
cation, internships, scholarships, and job placement.
Careers in Focus: Education also includes photographs, informa-
tive sidebars, and interviews with professionals in the field.
Although the basic goal of the education field—the transmission
and creation of knowledge—has remained unchanged for centuries,
the nature and variety of educational careers has changed, and will
continue to change, immensely over the years. The field of education
presents some of the most challenging and rewarding careers avail-
able, and this book can help you realize how your skills and talents
might translate into a promising educational profession.
 Adult and Vocational RunningHead 

Education Teachers
Overview
Adult and vocational education teachers
teach basic academic subjects to adults School Subjects
who did not finish high school or who English
are new to speaking English. They help Psychology
prepare post-high school students and Speech
other adults for specific occupations Personal Skills
and provide personal enrichment. Adult Communication/ideas
education teachers offer basic education Helping/teaching
courses, such as reading and writing, or Work Environment
continuing education courses, such as Primarily indoors
literature and music. Vocational educa- Primarily one location
tion teachers offer courses designed to Minimum Education Level
pre­pare adults for specific occupations, Bachelor’s degree
such as data processor or automobile
Salary Range
mechanic. Approximately 261,000 teach­
$24,610 to $43,910 to
ers of adult literacy, remedial, and self- $75,680+
enrichment education are employed in
the United States. Certification or Licensing
Required by certain states
Outlook
History Much faster than the average
During colonial times in America, orga- DOT
nized adult education was started to help N/A
people make up for schooling missed as
GOE
children or to help people prepare for 12.03.02
jobs. Apprenticeships were an early form
of vocational education in the Ameri- NOC
can colonies, wherein individuals were 4131
taught a craft by working with a skilled O*NET-SOC
person in a particular field. For example, 25-3011.00, 25-3021.00
a young boy might agree to work for a
printer for five to 10 years and at the end
of that time be able to open up his own printing business. Training
programs continued to develop as carpenters, bricklayers, and other
craftspeople learned their skills through vocational training.
Peak periods in adult education typically occurred during times
of large-scale immigration. Evening schools filled with foreign-born


 Careers in Focus: Education

persons eager to learn the language and culture of their new home
and to prepare for the tests necessary for citizenship.
In 1911, Wisconsin established the first State Board of Vocational
and Adult Education in the country, and in 1917 the federal gov-
ernment supported the continuing education movement by funding
vocational training in public schools for individuals over the age of
14. Immediately after World War II, the federal government took
another large stride in financial support of adult and vocational
education by creating the G.I. Bill of Rights, which provided money
for veterans to pursue further job training.
Today colleges and universities, vocational high schools, private
trade schools, private businesses, and other organizations offer
adults the opportunity to prepare for a specific occupation or pur-
sue personal enrichment. More than 20 million people in the United
States take advantage of this opportunity each year, creating many
jobs for teachers in this field.

The Job
Adult and vocational education courses take place in a variety of set-
tings, including high schools, universities, religious institutions, and
businesses. The responsibilities of an adult or vocational education
teacher are similar to those of a school teacher and include planning
and conducting lectures, supervising the use of equipment, grading
homework, evaluating students, writing and preparing reports, and
counseling students.
Adult education is divided into two main areas: basic education
and continuing education. Basic education includes reading, writ-
ing, and mathematics courses and is designed for adult students
who have not finished high school. Many of these students are tak-
ing basic education courses to earn the equivalent of a high school
diploma (the General Equivalency Diploma, or GED). Some high
school graduates who received poor grades in high school also enroll
in basic education classes before attending a four-year college. Recent
immigrants may take basic education classes to learn to read, write,
and do arithmetic in the language of their new country.
Unlike basic education, continuing education for adults is aimed
at students who have finished high school or college and are taking
courses for personal enrichment. Class topics might include creative
writing, art appreciation, photography, history, and a host of other
subjects. Often businesses will enroll employees in continuing educa-
tion courses as part of job training to help them develop computer
skills, learn to write grant proposals, or become convincing public
 Adult and Vocational Education Teachers 

A vocational education instructor teaches a drywall repair workshop.

(Jim West Photography)

speakers. Sometimes, businesses will hire an adult education teacher

to come into the business to train employees on-site. These continu-
ing education teachers are called training representatives.
10 Careers in Focus:Education

Vocational education teachers prepare students for specific careers

that do not require college degrees, such as cosmetologist, chef, or
welder. They demonstrate techniques and then advise the students as
they attempt these techniques. They also lecture on the class subject
and direct discussion groups. Instruction by a vocational education
teacher may lead to the student’s certification, so teachers may fol-
low a specific course plan approved by an accrediting association.
They may also be involved in directing a student to an internship
and local job opportunities.
Whether teaching in a basic education or continuing education
classroom, adult and vocational education teachers work with small
groups of students. In addition to giving lectures, they assign text-
books and homework assignments. They prepare and administer
exams, and grade essays and presentations. Adult and vocational
education teachers also meet with students individually to discuss
class progress and grades. Some courses are conducted as part of
a long-distance education program (traditionally known as corre-
spondence courses). For a distance education course, teachers pre-
pare course materials, assignments, and work schedules to be sent
to students, and then grade the work when it is turned in by the
students.

Requirements
High School
As an adult education teacher, you will likely focus on a particular
area of study, so take the high school courses that best suit your
interests. You’ll also need to follow a college preparatory plan, tak-
ing courses in English, math, foreign language, history, and govern-
ment. Speech and communications courses will help you prepare for
speaking in front of groups of people. Writing skills are very impor-
tant, no matter what subject you teach, because you’ll be preparing
reports, lesson plans, and grading essays.

Postsecondary Training
Before becoming an adult education teacher, you’ll need to gain some
professional experience in your area of teaching. A bachelor’s degree is
also usually required. Requirements vary according to the subject and
level being taught, the organization or institution offering the course,
and the state in which the instruction takes place. Specific skills, how-
ever, are often enough to secure a continuing education teaching posi-
tion. For example, a person accomplished as a painter, with some
professional success in the area, may be able to teach a course on
painting even without a college degree or teaching certificate.
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