Virginia Career VIEW

Tutors

Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.

Tasks Include:

  • Travel to students' homes, libraries, or schools to conduct tutoring sessions.
  • Schedule tutoring appointments with students or their parents.
  • Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.
  • Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.
  • Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.
  • Organize tutoring environment to promote productivity and learning.
  • Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.
  • Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.
  • Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.

    • 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: No Data

National: +0.7%

 

Education

Bachelor's Degree

Job Zone:

Three: Medium Preparation Needed

Income Range:

Highest ($50,000 and up)

Median Earnings:

 

National

$39,580.00

State

$47,880.00

Regional


 


 

Tutors

Description


Career Cluster: Education & Training

Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.

The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Education


Required Level of Education
  • Bachelor's Degree = 40.91%
  • Some College Courses = 36.36%
  • High School Diploma - or the equivalent (for example, GED) = 9.09%
  • Associate's Degree (or other 2-year degree) = 9.09%
  • Master's Degree = 4.55%

Related Work Experience
  • None = 36.36%
  • Over 1 year, up to and including 2 years = 22.73%
  • Over 3 months, up to and including 6 months = 13.64%
  • Over 6 months, up to and including 1 year = 13.64%
  • Over 1 month, up to and including 3 months = 9.09%
  • Over 2 years, up to and including 4 years = 4.55%

On-Site or In-Plant Training
  • Up to and including 1 month = 66.67%
  • None = 9.52%
  • Over 1 year, up to and including 2 years = 9.52%
  • Over 1 month, up to and including 3 months = 4.76%
  • Over 3 months, up to and including 6 months = 4.76%
  • Over 6 months, up to and including 1 year = 4.76%

On-the-Job Training
  • Anything beyond short demonstration, up to and including 1 month = 54.55%
  • None or short demonstration = 13.64%
  • Over 1 month, up to and including 3 months = 13.64%
  • Over 1 year, up to and including 2 years = 9.09%
  • Over 3 months, up to and including 6 months = 4.55%
  • Over 6 months, up to and including 1 year = 4.55%


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Tasks


Core Tasks Include:

  • Schedule tutoring appointments with students or their parents.
  • Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.
  • Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.
  • Organize tutoring environment to promote productivity and learning.
  • Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.
  • Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.
  • Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.
  • Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.
  • Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.
  • Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students.
  • Develop teaching or training materials, such as handouts, study materials, or quizzes.
  • Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email.
  • Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.
  • Assess students' progress throughout tutoring sessions.
  • Teach students study skills, note-taking skills, and test-taking strategies.
  • Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.

Supplemental Tasks Include:

  • Travel to students' homes, libraries, or schools to conduct tutoring sessions.
  • Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.
  • Administer, proctor, or score academic or diagnostic assessments.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 
 
 
 
 

Tutors

Knowledge


% Subject Description
87.50 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.
80.75 English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
78.50 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.
68.25 Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
56.00 Computers and Electronics Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
53.50 Psychology Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Skills


% Subject Description
78.00 Reading Comprehension Understanding written sentences and paragraphs in work-related documents.
78.00 Instructing Teaching others how to do something.
75.00 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.
75.00 Speaking Talking to others to convey information effectively.
75.00 Learning Strategies Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
68.75 Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
68.75 Social Perceptiveness Being aware of others' reactions and understanding why they react as they do.
65.50 Writing Communicating effectively in writing as appropriate for the needs of the audience.
65.50 Active Learning Understanding the implications of new information for both current and future problem-solving and decision-making.
65.50 Complex Problem Solving Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
62.50 Monitoring Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
59.50 Service Orientation Actively looking for ways to help people.
56.25 Judgment and Decision Making Considering the relative costs and benefits of potential actions to choose the most appropriate one.
53.00 Time Management Managing one's own time and the time of others.
50.00 Coordination Adjusting actions in relation to others' actions.
50.00 Persuasion Persuading others to change their minds or behavior.
50.00 Negotiation Bringing others together and trying to reconcile differences.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Abilities


% Subject Description
78.00 Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences.
75.00 Written Comprehension The ability to read and understand information and ideas presented in writing.
75.00 Oral Expression The ability to communicate information and ideas in speaking so others will understand.
75.00 Written Expression The ability to communicate information and ideas in writing so others will understand.
75.00 Speech Clarity The ability to speak clearly so others can understand you.
72.00 Speech Recognition The ability to identify and understand the speech of another person.
59.50 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).
59.50 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.
59.50 Deductive Reasoning The ability to apply general rules to specific problems to produce answers that make sense.
59.50 Inductive Reasoning The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
59.50 Near Vision The ability to see details at close range (within a few feet of the observer).
56.25 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).
53.00 Selective Attention The ability to concentrate on a task over a period of time without being distracted.
50.00 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.
50.00 Category Flexibility The ability to generate or use different sets of rules for combining or grouping things in different ways.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Work Activities


% Subject Description
92.75 Training and Teaching Others Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
88.75 Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time.
87.00 Coaching and Developing Others Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
79.50 Making Decisions and Solving Problems Analyzing information and evaluating results to choose the best solution and solve problems.
78.50 Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
77.50 Interpreting the Meaning of Information for Others Translating or explaining what information means and how it can be used.
76.25 Thinking Creatively Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
75.00 Updating and Using Relevant Knowledge Keeping up-to-date technically and applying new knowledge to your job.
71.50 Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources.
70.50 Organizing, Planning, and Prioritizing Work Developing specific goals and plans to prioritize, organize, and accomplish your work.
69.75 Documenting/Recording Information Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
66.00 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.
63.00 Providing Consultation and Advice to Others Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
61.25 Assisting and Caring for Others Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
61.25 Developing Objectives and Strategies Establishing long-range objectives and specifying the strategies and actions to achieve them.
61.25 Scheduling Work and Activities Scheduling events, programs, and activities, as well as the work of others.
61.25 Working with Computers Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
54.75 Processing Information Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
54.50 Analyzing Data or Information Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
53.50 Monitoring Processes, Materials, or Surroundings Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
51.25 Performing Administrative Activities Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Work Styles


% Subject Description
96.50 Concern for Others Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
93.25 Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations.
93.25 Integrity Job requires being honest and ethical.
89.75 Social Orientation Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
85.25 Cooperation Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
84.00 Self-Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
84.00 Adaptability/Flexibility Job requires being open to change (positive or negative) and to considerable variety in the workplace.
81.75 Attention to Detail Job requires being careful about detail and thorough in completing work tasks.
79.50 Initiative Job requires a willingness to take on responsibilities and challenges.
76.25 Persistence Job requires persistence in the face of obstacles.
76.25 Analytical Thinking Job requires analyzing information and using logic to address work-related issues and problems.
75.00 Stress Tolerance Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
73.75 Leadership Job requires a willingness to lead, take charge, and offer opinions and direction.
72.75 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.
70.50 Achievement/Effort Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
69.25 Innovation Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

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.
77.83 Independence Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
72.17 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.
52.83 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.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Work Context


% Subject Description
97.20 Spend Time Sitting How much does this job require sitting?
95.20 Face-to-Face Discussions How often do you have to have face-to-face discussions with individuals or teams in this job?
92.40 Indoors, Environmentally Controlled How often does this job require working indoors in environmentally controlled conditions?
91.80 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?
90.00 Electronic Mail How often do you use electronic mail in this job?
87.60 Physical Proximity To what extent does this job require the worker to perform job tasks in close physical proximity to other people?
87.20 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?
85.40 Freedom to Make Decisions How much decision making freedom, without supervision, does the job offer?
76.20 Coordinate or Lead Others How important is it to coordinate or lead others in accomplishing work activities in this job?
75.20 Deal With External Customers How important is it to work with external customers or the public in this job?
71.40 Work With Work Group or Team How important is it to work with others in a group or team in this job?
70.40 Importance of Being Exact or Accurate How important is being very exact or highly accurate in performing this job?
70.00 Time Pressure How often does this job require the worker to meet strict deadlines?
65.80 Telephone How often do you have telephone conversations in this job?
62.80 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?
57.20 Letters and Memos How often does the job require written letters and memos?
56.40 Frequency of Conflict Situations How often are there conflict situations the employee has to face in this job?
55.20 Deal With Unpleasant or Angry People How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements?
51.80 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?
50.40 Level of Competition To what extent does this job require the worker to compete or to be aware of competitive pressures?
49.60 Responsibility for Outcomes and Results How responsible is the worker for work outcomes and results of other workers?


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Job Zone Three: Medium Preparation Needed


  • Overall Experience
    • Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job.
  • Job Training
    • Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations.
  • Examples
    • These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include hydroelectric production managers, desktop publishers, electricians, agricultural technicians, barbers, court reporters and simultaneous captioners, and medical assistants.
  • Education
    • Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree.


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

Earnings Benefits*


Region Entry Level Median Experienced
United States $27,710.00 $39,580.00 $55,620.00
Virginia $25,490.00 $47,880.00 $66,750.00
 
Region Entry Level Median Experienced
Alexandria/Arlington No Data No Data No Data
Bay Consortium $32,050.00 $51,910.00 $62,110.00
Capital Region Workforce Partnership $27,890.00 $48,540.00 $69,990.00
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 $30,320.00 $48,230.00 $66,070.00
New River/Mt. Rogers $27,850.00 $37,440.00 $52,970.00
Northern Virginia $28,490.00 $48,620.00 $71,720.00
Piedmont Workforce $30,770.00 $43,700.00 $58,880.00
Shenandoah Valley $31,230.00 $55,250.00 $74,110.00
South Central $27,920.00 $56,880.00 $64,910.00
Southwestern Virginia $32,540.00 $38,970.00 $46,150.00
West Piedmont $25,000.00 $34,250.00 $43,560.00
Western Virginia $34,250.00 $44,950.00 $59,450.00

* 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)


 

Tutors

Employment Projections


USA: 2023-2033

Virginia: 2022-2032

Regions: 2020-2030

 

  Current Projected % Change
United States 195,100 196,400 +0.7%
Virginia No Data No Data No Data
 
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
* - Estimated

The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet291)


 

Tutors

Related Occupations


Related Occupations

The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:
Careers in Teaching/Training Pathway:


The data sources for the information displayed here include: O*NET™. (Using onet291)


 

Tutors

View Videos


CareerOneStop Video

View Video & Transcript on CareerOneStop

 

CareerOneStop Education & Training Videos
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)


 
 

Tutors

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.

Proficiency Rating
Training and Teaching Others 4.5
Establishing and Maintaining Interpersonal Relationships 4.5
Coaching and Developing Others 4.5
Making Decisions and Solving Problems 4.0
Communicating with Supervisors, Peers, or Subordinates 4.0
Interpreting the Meaning of Information for Others 4.0
Thinking Creatively 4.0
Updating and Using Relevant Knowledge 4.0
Getting Information 4.0
Organizing, Planning, and Prioritizing Work 4.0
Documenting/Recording Information 4.0
Performing for or Working Directly with the Public 3.5
Providing Consultation and Advice to Others 3.5
Assisting and Caring for Others 3.5
Developing Objectives and Strategies 3.5
Scheduling Work and Activities 3.5
Working with Computers 3.5
Processing Information 3.0
Analyzing Data or Information 3.0
Monitoring Processes, Materials, or Surroundings 3.0
Performing Administrative Activities 3.0
Identifying Objects, Actions, and Events 3.0
Resolving Conflicts and Negotiating with Others 2.5
Coordinating the Work and Activities of Others 2.5
Developing and Building Teams 2.5
Judging the Qualities of Objects, Services, or People 2.5
Evaluating Information to Determine Compliance with Standards 2.5
Communicating with People Outside the Organization 2.5
Guiding, Directing, and Motivating Subordinates 2.5
Monitoring and Controlling Resources 2.0
Staffing Organizational Units 2.0
Selling or Influencing Others 2.0
Estimating the Quantifiable Characteristics of Products, Events, or Information 1.5
Controlling Machines and Processes 1.5
Inspecting Equipment, Structures, or Materials 1.5
Performing General Physical Activities 1.5
Handling and Moving Objects 1.5
Repairing and Maintaining Electronic Equipment 1.5
Operating Vehicles, Mechanized Devices, or Equipment 1.5
Repairing and Maintaining Mechanical Equipment 1.0
Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment 1.0


The data sources for the information displayed here include: O*NET™. (Using onet291)


 
 
 

Tutors

Related Schools

There are no Related Schools at this time.

The data sources for the information displayed here include: O*NET™. (Using onet291)