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.
Tasks Include:
- Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
- Observe and evaluate students' work to determine progress and make suggestions for improvement.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Maintain accurate and complete student records as required by laws or administrative policies.
- Prepare materials and classrooms for class activities.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills.
more »
The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)
Projections Quick View:
Virginia: -13.2%
National: -12.7%
Education
Bachelor's Degree
Job Zone:
Four: Considerable Preparation Needed
Income Range:
Highest ($50,000 and up)
Median Earnings:
National
$60,560.00
State
$62,290.00
Regional
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Description
| Career Cluster: | Education & Training
|
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.
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Education
Required Level of Education
- Bachelor's Degree = 40.84%
- Master's Degree = 19.76%
- High School Diploma - or the equivalent (for example, GED) = 11.38%
- Associate's Degree (or other 2-year degree) = 11.38%
- Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 11.38%
- Some College Courses = 3.28%
- Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree but do not meet the requirements of academic degrees at the doctoral level. = 1.99%
Related Work Experience
- Over 2 years, up to and including 4 years = 34.22%
- None = 27.70%
- Over 1 year, up to and including 2 years = 22.41%
- Over 6 months, up to and including 1 year = 9%
- Over 4 years, up to and including 6 years = 3.71%
- Over 1 month, up to and including 3 months = 2.95%
On-Site or In-Plant Training
- Over 1 month, up to and including 3 months = 27.15%
- Over 6 months, up to and including 1 year = 20.18%
- Up to and including 1 month = 19.20%
- None = 15.92%
- Over 1 year, up to and including 2 years = 12.13%
- Over 3 months, up to and including 6 months = 3.58%
- Over 4 years, up to and including 10 years = 1.84%
On-the-Job Training
- Over 1 month, up to and including 3 months = 53.02%
- None or short demonstration = 17.27%
- Anything beyond short demonstration, up to and including 1 month = 15.74%
- Over 6 months, up to and including 1 year = 10.25%
- Over 1 year, up to and including 2 years = 1.88%
- Over 4 years, up to and including 10 years = 1.84%
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Tasks
Core Tasks Include:
- Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests.
- Observe and evaluate students' work to determine progress and make suggestions for improvement.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Maintain accurate and complete student records as required by laws or administrative policies.
- Prepare materials and classrooms for class activities.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
- Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills.
- Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible.
- Assign and grade class work and homework.
- Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
- Register, orient, and assess new students according to standards and procedures.
- Prepare and implement remedial programs for students requiring extra help.
- Prepare and administer written, oral, and performance tests and issue grades in accordance with performance.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Guide and counsel students with adjustment or academic problems or special academic interests.
- Enforce administration policies and rules governing students.
- Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination.
- Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.
- Meet with other professionals to discuss individual students' needs and progress.
- Attend professional meetings, conferences, and workshops to maintain and improve professional competence.
- Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
- Prepare reports on students and activities as required by administration.
- Select, order, and issue books, materials, and supplies for courses or projects.
- Collaborate with other teachers and professionals in the development of instructional programs.
- Attend staff meetings and serve on committees, as required.
- Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.
Supplemental Tasks Include:
- Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination.
- Participate in publicity planning, community awareness efforts, and student recruitment.
- Advise students on internships, prospective employers, and job placement services.
- Select and schedule class times to ensure maximum attendance.
- Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Train and assist tutors and community literacy volunteers.
- Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements.
- Observe and evaluate the performance of other instructors.
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Tools and Technology
Tools Include:
- Scanners (Computer data input scanners)
- Desktop computers
- Digital camcorders or video cameras (Digital video cameras)
- Digital video disk players or recorders (Digital video disk DVD players)
- Touch screen monitors (Interactive whiteboards)
- Notebook computers (Laptop computers)
- Liquid crystal display projector (Liquid crystal display LCD projectors)
- Overhead projectors (Overhead data projectors)
- Personal computers
- Public address systems (Sound systems)
- Tablet computers
- Televisions (Television monitors)
- Video cassette players or recorders (Video cassette recorders VCR)
- Videoconferencing systems (Videoconferencing equipment)
- Visual presenters (Wireless presenters)
Technologies Include:
- Computer based training software
- Computerized testing software
- Educational software
- Data base user interface and query software
- Data entry software
- Desktop publishing software
- Microsoft Publisher
- Electronic mail software
- Microsoft Outlook
- Graphics or photo imaging software
- Adobe Systems Adobe Photoshop software
- Internet browser software
- Web browser software
- Presentation software
- Microsoft PowerPoint
- Spreadsheet software
- Microsoft Excel
- Word processing software
- Microsoft Word
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Special Requirements
Requirements for teaching adult literacy and remedial education, including ESL and GED preparation, vary by State and by program. Federally funded programs run by State and local governments usually have higher standards than programs run by religious, community, or volunteer organizations. Most State and local governments and education institutions require that adult teachers have at least a bachelor’’s degree and preferably a Master’’s degree. Some require an elementary or secondary teaching certificate and a few have recently begun requiring a certificate in ESL or adult education. Teaching experience, especially with adults, also is preferred or required. Volunteers usually do not need a bachelor’’s degree, but must attend a preservice training program instead.
Most programs recommend that adult literacy and remedial education teachers take classes on teaching adults, using technology to teach, working with learners from a variety of cultures, and teaching adults with learning disabilities. ESL teachers should also have courses on second language acquisition theory and linguistics. In addition, knowledge of the citizenship and naturalization process is very useful. Knowledge of a second language is not necessary to teach ESL students, but can be helpful in understanding the students’’ difficulties. GED teachers should know what is required to pass the GED and be able to instruct students in the subject matter. Training for literacy volunteers usually consists of effective teaching practices, needs assessment, lesson planning, materials selection, characteristics of adult learners, and cross-cultural awareness.
Adult education teachers must have the ability to work with a variety of cultures, languages, and educational and economic backgrounds. They must be understanding of their students’’ circumstances and familiar with their concerns. All teachers, both paid and volunteer, should be able to communicate well and be able to motivate their students. Previous experience as a volunteer or an aide in a literacy program is recommended.
Professional development among adult education teachers varies widely. Because of the part-time nature of the job, attendance at classes is difficult for many instructors. Therefore, professional development usually consists of voluntary attendance at workshops, conferences, and seminars 1 or 2 days per year. The Internet is playing a larger role in helping teachers learn to expand approaches and techniques in the classroom. They can now take online courses, join chat groups with other teachers, and research journal articles. There are very few opportunities for advancement in this profession. Most jobs are part time and offer limited career potential. However, those who do have full-time jobs often do administrative work along with teaching. Others may go into policy work at a nonprofit organization or perform research. The most experienced teachers may mentor new instructors and volunteers.
The main qualification for self-enrichment teachers is expertise in the subject area. A portfolio of one’’s work may be required. For example, to secure a job teaching a photography course, an applicant would need to show examples of previous work. Self-enrichment teachers should also have good speaking skills and a talent for making the subject interesting.
Requirements for a Virginia teaching license:
The Virginia licensure regulations stipulate three routes for individuals to become licensed in Virginia:
1. Approved Program - A Virginia state-approved teacher preparation program or an alternative state approved program. (For more information relative to this method of licensure, please contact the Virginia college or university where you wish to enroll.)¹
2. Reciprocity - an individual coming into Virginia from any state may qualify for a Virginia license with comparable endorsement areas if the individual has complete a state - approved teacher training program through a regionally accredited four-year college or university or if the holds a valid out-of-state teaching license, which must be in force at the time the application for a Virginia license is made. An emergency or temporary certificate/license is not acceptable.¹
3. Alternative Licensure - an alternative route to licensure is available through the recommendation of the individual’s employing Virginia school division or nonpublic school.¹
An individual who is employed by a Virginia school division or nonpublic school can be issued a three-year, nonrenewable provisional license upon request of the Virginia employing educational agency if the individual:
1. Approved Program - A Virginia state-approved teacher preparation program or an alternative state approved program. (For more information relative to this method of licensure, please contact the Virginia college or university where you wish to enroll.)¹
2. Reciprocity - an individual coming into Virginia from any state may qualify for a Virginia license with comparable endorsement areas if the individual has complete a state - approved teacher training program through a regionally accredited four-year college or university or if the holds a valid out-of-state teaching license, which must be in force at the time the application for a Virginia license is made. An emergency or temporary certificate/license is not acceptable.¹
3. Alternative Licensure - an alternative route to licensure is available through the recommendation of the individual’s employing Virginia school division or nonpublic school.¹
An individual who is employed by a Virginia school division or nonpublic school can be issued a three-year, nonrenewable provisional license upon request of the Virginia employing educational agency if the individual:
Holds a baccalaureate degree from a regionally accredited institution, and
Satisfies one or more specific endorsement areas (teaching areas):
The code of Virginia limits the validity period for the provisional license to three years. This license may not be renewed following its three year expiration date.
The following requirements must be satisfied in order to become eligible for the five-year renewable license:
1. Professional Teacher’s Assessment (Please refer to the web site, Professional Teacher’s Assessment, for more detailed information regarding this requirement.)
2. Professional Studies Requirements: Professional studies course work specified below from a regionally accredited four-year institution or an alternative program for licensure may be submitted by the employing educational agency for review and approval by the Superintendent of Public Instruction, Virginia Department of Education. Refer to the professional studies requirements listed in the Licensure Regulations for School Personnel.
Adult education- 15 semester hours
• Human Growth and Development - 3 semester hours
The code of Virginia limits the validity period for the provisional license to three years. This license may not be renewed following its three year expiration date.
The following requirements must be satisfied in order to become eligible for the five-year renewable license:
1. Professional Teacher’s Assessment (Please refer to the web site, Professional Teacher’s Assessment, for more detailed information regarding this requirement.)
2. Professional Studies Requirements: Professional studies course work specified below from a regionally accredited four-year institution or an alternative program for licensure may be submitted by the employing educational agency for review and approval by the Superintendent of Public Instruction, Virginia Department of Education. Refer to the professional studies requirements listed in the Licensure Regulations for School Personnel.
Adult education- 15 semester hours
• Human Growth and Development - 3 semester hours
• Curriculum and Instructional Procedures - 3 semester hours
• Classroom and Behavior Management - 3 semester hours
• Foundations of Education - 3 semester hours
• Reading in the Content Area - 3 semester hours3. One year of successful, full-time teaching experience in the endorsement area in an accredited public or nonpublic school. A full-licensed experienced teacher must be available in the school building to assist the beginning teacher employed through the alternative route.
Overall Requirements:
Education:
Satisfying the teacher testing requirements of Praxis I (reading, writing, mathematics) and Praxis II and Praxis III in the subject area. The only waiver for the Praxis test requirements is for teachers coming to Virginia who have completed at least 2 years of successful, full-time experience teaching in an accredited public or nonpublic school outside of Virginia.
License Renewal:
Regular licenses must be renewed every 5 years. To renew the license, the individual must obtain at least 180 points through a series of 10 professional development options. License holders without a master’s degree must earn at least 90 points by completing a three - semester - hour course at an accredited two or four-year college in the content area listed on the license. During one five year cycle, the license holder may be granted approval to take course work in special education, English as a second language, gifted education, or technology education in lieu of the three - hour content course. In addition, professional development activities designed to support the Virginia Standards of Learning, Standards of Accreditation, and Assessments may be accepted in lieu of the content course for one renewal cycle.
¹ Please refer to www.pen.k12.va.us, and click Professional Teacher’s Assessment, describing the assessment requirements in Virginia.
License Renewal:
Regular licenses must be renewed every 5 years. To renew the license, the individual must obtain at least 180 points through a series of 10 professional development options. License holders without a master’s degree must earn at least 90 points by completing a three - semester - hour course at an accredited two or four-year college in the content area listed on the license. During one five year cycle, the license holder may be granted approval to take course work in special education, English as a second language, gifted education, or technology education in lieu of the three - hour content course. In addition, professional development activities designed to support the Virginia Standards of Learning, Standards of Accreditation, and Assessments may be accepted in lieu of the content course for one renewal cycle.
¹ Please refer to www.pen.k12.va.us, and click Professional Teacher’s Assessment, describing the assessment requirements in Virginia.
Required Fees:
Praxis Fees
• Registration Fee (paper-based tests only): $50
• Exam Fee:
• Exam Fee:
· Praxis Part I: $130
· Praxis Part II: $80-$115 (depends on the assessment)
Initial License
• In state: $50
• Out of state (based on the address written on the application form): $75
• License Renewal: $25
• Add or evaluate for an additional endorsement: $25
• Other actions on licenses (adding a degree/ duplicate licenses): $25
• Name change (only request): $25 (for duplicating the license)
• A cap of $50 will be assessed for a request for multiple actions on license.
• Out of state (based on the address written on the application form): $75
• License Renewal: $25
• Add or evaluate for an additional endorsement: $25
• Other actions on licenses (adding a degree/ duplicate licenses): $25
• Name change (only request): $25 (for duplicating the license)
• A cap of $50 will be assessed for a request for multiple actions on license.
For More Information, Contact:
The Praxis Series, ETS
ETS Corporate Headquarters
Rosedale Road
Princeton, NJ 08541 USA
Phone: Pho.ne:.7395
Phone: Tol.l F.9476
http://www.ets.org/praxis
Adult Literacy, Remedial Education, and GED Teachers
Virginia Department of Education
Division of Teacher Education and Licensure
P.O. Box 2120
Richmond, VA 23218-2120
Phone: 1.8.00..3820
http://www.doe.virginia.gov/index.shtml
[email protected]
The data sources for the information displayed here include: Virginia Career VIEW Research. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Internships
Literacy Council of Northern Virginia
2855 Annandale Road
Falls Church, VA 22042
Phone: 703-237-0866
Fax: 703-237-2863
http://www.lcnv.org/about-us/work-us
The Literacy Council offers paid employment and internship positions in addition to its many volunteer opportunities.
St. James ESL Program
804 Ninth Avenue
Seattle, WA 98104
Phone: 206-382-4511
Fax: 206-622-5303
http://www.stjames-cathedral.org/esl
St. James ESL (SJESL) Program is recruiting interns to provide instruction to adult, low income refugees and immigrants who are blind or have visual limitations and to assist in our small, non-profit office on First Hill in Seattle, Washington.
The data sources for the information displayed here include: Virginia Career VIEW Research. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Additional Resources
Information on adult literacy and remedial education programs and teacher certification requirements is available from State departments of education, local school districts, and literacy resource centers. Information also may be obtained through local religious and charitable organizations.
For information on Adult Education and Family Literacy programs, contact:
The U.S. Department of Education
Office of Vocational and Adult Education
4090 MES
400 Maryland Ave. SW.
Washington, DC 20202
http://www.ed.gov/offices/OVAE
For information on teaching English as a Second Language, contact:
The National Center for ESL Literacy Education
4646 40th St. NW.
Washington, DC 20016
http://www.cal.org/ncle
National Assessment of Adult Literacy
1990 K Street NW
Washington DC 20006
Phone: 202-502-7300
http://nces.ed.gov/naal/
The 2003 National Assessment of Adult Literacy (NAAL) is a nationally representative assessment of literacy among adults (age 16 and older) residing in households and prisons in the United States.
National Center on Adult Literacy
3910 Chestnut Street
Philadelphia, PA 19104
Phone: 215-898-2100
Fax: 215-898-9804
http://www.literacyonline.org
Literacy.org is a gateway to electronic resources and tools for the national and international youth and adult literacy communities. This site is jointly sponsored by the International Literacy Institute (ILI) and the National Center on Adult Literacy (NCAL) at the University of Pennsylvania Graduate School of Education.
The data sources for the information displayed here include: Virginia Career VIEW Research. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Knowledge
| % | Subject | Description |
|---|---|---|
| 85.50 | English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| 72.75 | 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. |
| 62.75 | 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. |
| 54.25 | Administrative | Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Skills
| % | Subject | Description |
|---|---|---|
| 81.25 | Instructing | Teaching others how to do something. |
| 68.75 | Reading Comprehension | Understanding written sentences and paragraphs in work-related documents. |
| 68.75 | 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. |
| 68.75 | Speaking | Talking to others to convey information effectively. |
| 68.75 | Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| 65.50 | Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
| 65.50 | Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| 62.50 | Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| 62.50 | Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
| 62.50 | Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. |
| 59.50 | Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| 59.50 | Service Orientation | Actively looking for ways to help people. |
| 56.25 | Time Management | Managing one's own time and the time of others. |
| 53.00 | Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| 50.00 | Coordination | Adjusting actions in relation to others' actions. |
| 50.00 | Negotiation | Bringing others together and trying to reconcile differences. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Abilities
| % | Subject | Description |
|---|---|---|
| 81.25 | Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
| 75.00 | Written Comprehension | The ability to read and understand information and ideas presented in writing. |
| 75.00 | Written Expression | The ability to communicate information and ideas in writing so others will understand. |
| 72.00 | Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| 72.00 | Speech Clarity | The ability to speak clearly so others can understand you. |
| 68.75 | Speech Recognition | The ability to identify and understand the speech of another person. |
| 65.50 | Near Vision | The ability to see details at close range (within a few feet of the observer). |
| 62.50 | 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 that there is a problem. |
| 62.50 | Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
| 56.25 | Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| 56.25 | 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. |
| 56.25 | Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| 50.00 | Information Ordering | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| 50.00 | Flexibility of Closure | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
| 50.00 | Selective Attention | The ability to concentrate on a task over a period of time without being distracted. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Work Activities
| % | Subject | Description |
|---|---|---|
| 78.00 | Thinking Creatively | Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| 74.50 | Interpreting the Meaning of Information for Others | Translating or explaining what information means and how it can be used. |
| 70.75 | Coaching and Developing Others | Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| 70.50 | Training and Teaching Others | Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| 69.75 | Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
| 69.00 | Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| 68.00 | Organizing, Planning, and Prioritizing Work | Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| 67.25 | Developing Objectives and Strategies | Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| 67.00 | Establishing and Maintaining Interpersonal Relationships | Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| 66.25 | Working with Computers | Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| 63.50 | Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
| 60.75 | Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| 59.25 | Updating and Using Relevant Knowledge | Keeping up-to-date technically and applying new knowledge to your job. |
| 59.25 | Performing for or Working Directly with the Public | Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
| 58.25 | Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| 57.75 | Providing Consultation and Advice to Others | Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
| 53.75 | Judging the Qualities of Objects, Services, or People | Assessing the value, importance, or quality of things or people. |
| 53.25 | Evaluating Information to Determine Compliance with Standards | Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Work Styles
| % | Subject | Description |
|---|---|---|
| 90.25 | Dependability | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| 87.50 | Integrity | Job requires being honest and ethical. |
| 85.75 | Self-Control | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| 83.00 | Adaptability/Flexibility | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
| 82.00 | Concern for Others | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
| 81.50 | Independence | Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
| 81.25 | Cooperation | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| 79.25 | Attention to Detail | Job requires being careful about detail and thorough in completing work tasks. |
| 73.25 | Stress Tolerance | Job requires accepting criticism and dealing calmly and effectively with high-stress situations. |
| 72.75 | Social Orientation | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| 70.00 | Initiative | Job requires a willingness to take on responsibilities and challenges. |
| 69.50 | Leadership | Job requires a willingness to lead, take charge, and offer opinions and direction. |
| 68.75 | Persistence | Job requires persistence in the face of obstacles. |
| 68.75 | Analytical Thinking | Job requires analyzing information and using logic to address work-related issues and problems. |
| 68.00 | Innovation | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| 65.25 | Achievement/Effort | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Work Values
| % | Subject | Description |
|---|---|---|
| 83.33 | Relationships | Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
| 66.67 | 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. |
| 66.67 | Independence | Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| 61.17 | Working Conditions | Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
| 61.17 | Recognition | Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Work Context
| % | Subject | Description |
|---|---|---|
| 91.60 | Electronic Mail | How often do you use electronic mail in this job? |
| 88.20 | Face-to-Face Discussions | How often do you have to have face-to-face discussions with individuals or teams in this job? |
| 87.40 | Structured versus Unstructured Work | To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| 86.60 | Coordinate or Lead Others | How important is it to coordinate or lead others in accomplishing work activities in this job? |
| 85.40 | 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? |
| 84.80 | Freedom to Make Decisions | How much decision making freedom, without supervision, does the job offer? |
| 83.60 | Physical Proximity | To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| 79.20 | Indoors, Environmentally Controlled | How often does this job require working indoors in environmentally controlled conditions? |
| 77.60 | Importance of Being Exact or Accurate | How important is being very exact or highly accurate in performing this job? |
| 75.00 | Work With Work Group or Team | How important is it to work with others in a group or team in this job? |
| 73.20 | 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? |
| 72.60 | Impact of Decisions on Co-workers or Company Results | What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? |
| 71.80 | Public Speaking | How often do you have to perform public speaking in this job? |
| 69.40 | Telephone | How often do you have telephone conversations in this job? |
| 65.40 | Spend Time Standing | How much does this job require standing? |
| 64.40 | Deal With External Customers | How important is it to work with external customers or the public in this job? |
| 64.20 | Time Pressure | How often does this job require the worker to meet strict deadlines? |
| 64.00 | Responsibility for Outcomes and Results | How responsible is the worker for work outcomes and results of other workers? |
| 61.40 | Spend Time Sitting | How much does this job require sitting? |
| 58.40 | Letters and Memos | How often does the job require written letters and memos? |
| 56.60 | Responsible for Others' Health and Safety | How much responsibility is there for the health and safety of others in this job? |
| 56.40 | Level of Competition | To what extent does this job require the worker to compete or to be aware of competitive pressures? |
| 54.00 | Importance of Repeating Same Tasks | How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? |
| 52.00 | Frequency of Conflict Situations | How often are there conflict situations the employee has to face in this job? |
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Job Zone Four: Considerable Preparation Needed
- Overall Experience
- A considerable amount 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.
- Examples
- Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
- Education
- Most of these occupations require a four-year bachelor's degree, but some do not.
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Earnings Benefits*
| Region | Entry Level | Median | Experienced |
|---|---|---|---|
| United States | $39,710.00 | $60,560.00 | $78,230.00 |
| Virginia | $47,680.00 | $62,290.00 | $73,880.00 |
| Region | Entry Level | Median | Experienced |
| Alexandria/Arlington | $76,250.00 | $96,410.00 | $119,320.00 |
| Bay Consortium | $36,740.00 | $67,880.00 | $68,420.00 |
| Capital Region Workforce Partnership | $47,680.00 | $47,680.00 | $59,900.00 |
| Central VA/Region2000 | No Data | No Data | No Data |
| Crater Area | No Data | No Data | No Data |
| Greater Peninsula | No Data | No Data | No Data |
| Hampton Roads | $54,790.00 | $63,260.00 | $78,500.00 |
| New River/Mt. Rogers | No Data | No Data | No Data |
| Northern Virginia | $67,550.00 | $75,050.00 | $95,410.00 |
| Piedmont Workforce | $48,250.00 | $59,840.00 | $70,180.00 |
| Shenandoah Valley | $49,660.00 | $62,290.00 | $64,040.00 |
| South Central | No Data | No Data | No Data |
| Southwestern Virginia | No Data | No Data | No Data |
| West Piedmont | No Data | No Data | No Data |
| Western Virginia | $45,720.00 | $54,960.00 | $60,880.00 |
* Earnings Calculations:
Regional Earnings:
Entry = Annual mean of the lower 1/3 wage distribution;
Experienced = Annual mean of the upper 2/3 wage distribution.
National and State Earnings:
Entry = Annual 10th percentile wage;
Experienced = Annual 75th percentile wage.
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Employment Projections
USA: 2023-2033
Virginia: 2022-2032
Regions: 2020-2030
| Current | Projected | % Change | |
|---|---|---|---|
| United States | 41,700 | 36,400 | -12.7% |
| Virginia | 1,274 | 1,106 | -13.2% |
| Region | Current* | Projected | % Change |
| Alexandria/Arlington | No Data | No Data | No Data |
| Bay Consortium | No Data | No Data | No Data |
| Capital Region Workforce Partnership | No Data | No Data | No Data |
| Central VA/Region2000 | No Data | No Data | No Data |
| Crater Area | No Data | No Data | No Data |
| Greater Peninsula | No Data | No Data | No Data |
| Hampton Roads | No Data | No Data | No Data |
| New River/Mt. Rogers | No Data | No Data | No Data |
| Northern Virginia | No Data | No Data | No Data |
| Piedmont Workforce | No Data | No Data | No Data |
| Shenandoah Valley | No Data | No Data | No Data |
| South Central | No Data | No Data | No Data |
| Southwestern Virginia | No Data | No Data | No Data |
| West Piedmont | No Data | No Data | No Data |
| Western Virginia | No Data | No Data | No Data |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Related Occupations
Related Occupations
The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:- Special Education Teachers, Elementary School
- Tutors
- Middle School Teachers, Except Special and Career/Technical Education
- Secondary School Teachers, Except Special and Career/Technical Education
- Elementary School Teachers, Except Special Education
- Special Education Teachers, Kindergarten
- Special Education Teachers, Middle School
- Special Education Teachers, Secondary School
- Kindergarten Teachers, Except Special Education
- Teaching Assistants, Special Education
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Education Teachers, Postsecondary
- Instructional Coordinators
- Self-Enrichment Teachers
- Special Education Teachers, Preschool
- English Language and Literature Teachers, Postsecondary
- Teaching Assistants, Postsecondary
- Career/Technical Education Teachers, Middle School
- Preschool Teachers, Except Special Education
- Family and Consumer Sciences Teachers, Postsecondary
Careers in Teaching/Training Pathway:
- Adapted Physical Education Specialists
- Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
- Agricultural Sciences Teachers, Postsecondary
- Anthropology and Archeology Teachers, Postsecondary
- Architecture Teachers, Postsecondary
- Area, Ethnic, and Cultural Studies Teachers, Postsecondary
- Art, Drama, and Music Teachers, Postsecondary
- Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
- Biological Science Teachers, Postsecondary
- Business Teachers, Postsecondary
- Career/Technical Education Teachers, Middle School
- Career/Technical Education Teachers, Postsecondary
- Career/Technical Education Teachers, Secondary School
- Chemistry Teachers, Postsecondary
- Coaches and Scouts
- Communications Teachers, Postsecondary
- Computer Science Teachers, Postsecondary
- Criminal Justice and Law Enforcement Teachers, Postsecondary
- Economics Teachers, Postsecondary
- Education Teachers, Postsecondary
- Educational Instruction and Library Workers, All Other
- Elementary School Teachers, Except Special Education
- Engineering Teachers, Postsecondary
- English Language and Literature Teachers, Postsecondary
- Environmental Science Teachers, Postsecondary
- Family and Consumer Sciences Teachers, Postsecondary
- Farm and Home Management Educators
- Foreign Language and Literature Teachers, Postsecondary
- Forestry and Conservation Science Teachers, Postsecondary
- Geography Teachers, Postsecondary
- Health Specialties Teachers, Postsecondary
- History Teachers, Postsecondary
- Kindergarten Teachers, Except Special Education
- Law Teachers, Postsecondary
- Library Science Teachers, Postsecondary
- Mathematical Science Teachers, Postsecondary
- Middle School Teachers, Except Special and Career/Technical Education
- Nursing Instructors and Teachers, Postsecondary
- Philosophy and Religion Teachers, Postsecondary
- Physics Teachers, Postsecondary
- Political Science Teachers, Postsecondary
- Postsecondary Teachers, All Other
- Preschool Teachers, Except Special Education
- Psychology Teachers, Postsecondary
- Recreation and Fitness Studies Teachers, Postsecondary
- Secondary School Teachers, Except Special and Career/Technical Education
- Self-Enrichment Teachers
- Social Sciences Teachers, Postsecondary, All Other
- Social Work Teachers, Postsecondary
- Sociology Teachers, Postsecondary
- Special Education Teachers, All Other
- Special Education Teachers, Elementary School
- Special Education Teachers, Kindergarten
- Special Education Teachers, Middle School
- Special Education Teachers, Preschool
- Special Education Teachers, Secondary School
- Substitute Teachers, Short-Term
- Teachers and Instructors, All Other
- Teaching Assistants, All Other
- Teaching Assistants, Postsecondary
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Teaching Assistants, Special Education
- Tutors
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
View Videos
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Overview
Occupations
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Proficiency Ratings
These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Titles
- Adult Basic Education Instructor (ABE Instructor)
- Adult Basic Education Teacher (ABE Teacher)
- Adult Basic Studies Teacher
- Adult Education Instructor
- Adult Education Teacher
- Adult Educator
- Adult High School Instructor
- Adult Literacy Instructor
- Adult Literacy Teacher
- Adult Remedial Education Instructor
- Adult School Teacher
- Adult Secondary Education Instructor
- Bilingual Instructor
- Bilingual Teacher
- Developmental Education Instructor
- English as a Second Language Instructor (ESL Instructor)
- English Instructor
- ESL Teacher (English as a Second Language Teacher)
- ESOL Instructor (English for Speakers of Other Languages Instructor)
- ESOL Teacher (English for Speakers of Other Languages Teacher)
- Family Literacy Coordinator
- GED Instructor
- GED Preparation Teacher (General Educational Development Preparation Teacher)
- GED Teacher (General Educational Development Teacher)
- General Educational Development Instructor (GED Instructor)
- Instructor
- Intensive English Program Curriculum Coordinator (IEP Curriculum Coordinator)
- Reading Instructor
- Reading Specialist
- Reading Teacher
- Remedial Reading, Math, or Other Subject Teacher
- Teacher
- Transitional Studies Instructor
The data sources for the information displayed here include: O*NET™. (Using onet291)
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Related Schools
- Eastern Mennonite University
- George Mason University
- James Madison University
- Liberty University
- Marymount University
- Old Dominion University
- Regent University
- Roanoke College
- Shenandoah University
- University of Lynchburg
- University of Virginia-Main Campus
- Virginia Commonwealth University
- Virginia Polytechnic Institute and State University
- William & Mary
The data sources for the information displayed here include: O*NET™. (Using onet291)