Elementary Education Degrees And Jobs

About Elementary School Teachers

The impact of an Elementary School Teacher during the early and formative years of a child's life is significant from both an intellectual and social development perspective. From impacting their self-image to affecting their success or failure in school or work to their personal lives, Teachers play a critical role.

For the most part, Elementary School Teachers work in private or public education institutions, teach several subjects to a classroom of usually between 10 to 35 children from first through sixth grade. In some schools, many grades are grouped together, and in this scenario, a team of Teachers will work together where each provides instruction on specific subjects. In other schools, some Teachers provide instruction in one subject but to a number of classes. Whether through classroom lectures, visual presentations, or one-on-one instruction, Teachers instruct children in a variety of subjects such as math, science, art, history, geography, English, and more. They also employ a variety of methods to teach students basic skills.

An increasing number of Teachers specialize in teaching special needs children (e.g., those with speech delays or non-English speaking children). These specialists will perform instruction in separate classes or schools. There are also Resource Teachers who consult with classroom Teachers, work individually with children, or focus on the coordination of special education programs.

Teachers will often work with children from a variety of cultural backgrounds. Therefore, it is important for Teachers to be aware of and understand different cultures in order to work effectively with a diverse student population. To address the needs of all students, regardless of cultural heritage, Teachers may include multicultural programming in their lesson plans.

Elementary School Teachers are responsible for the following tasks:

• prepare course outlines and objectives while adhering to state and school curriculum guidelines and/or requirements

• use various methods for instruction (e.g., television, projectors, computers)

• prepare, administer, and grade tests, and record results

• listen to oral presentations

• plan, evaluate, and assign lessons and correct homework

• observe and evaluate student academic performance and behavior

• instruct rules of conduct and maintain classroom discipline

• maintain and foster a suitable learning environment both in the classroom and on the playground

• plan and/or accompany children on field trips

• determine, order, issue, store, and maintain logs and counts of various classroom supplies and equipment

• counsel students, when needed

• maintain student attendance and grade records and create school-required reports

• meet with school staff and parents to review and discuss a students academic progress and achievements, as well as personal issues

• participate in education conferences and workshops, as well as faculty and professional meetings

• supervise and monitor both indoor and outdoor play activities

When teaching younger children, many Teachers apply a hands-on approach by using "props" (e.g., board games) to help them solve problems, understand abstract concepts, and develop fundamental and critical thought processes. When teaching older children, Teachers will use materials of a more sophisticated nature (e.g., computers, cameras, science instruments). They will also have older students work collaboratively in groups to discuss and formulate problem resolutions together.

Elementary School Teacher Job Characteristics

Most Teachers work beyond the standard 40-hour workweek due to the tasks they perform outside the classroom. Part-time work schedules are common with preschool and kindergarten Teachers. However, the majority of school districts have moved to full-day kindergarten classes that have some Teachers instructing two classes per day.

A 12-month work schedule for Teachers typically comprises 10-months of teaching, plus two months of vacation (generally during the summer). During their summer break, many Teachers extend their teaching into the 'summer sessions,' work other jobs, travel, or continue their own education interests by attending workshops, seminars, or courses. There are of course, school districts that operate on a year-round schedule, and in these instances, the work year for Teachers comprise eight weeks of teaching, followed by one week of vacation, with a five-week, mid-winter break.

The Teaching profession is a highly rewarding and satisfying career as Teachers experience the positive influence and impact of their work with students through their development and appreciation of new skills, knowledge, and personal growth. On the flip side, this profession is not without its frustrations or stresses where some Teachers must contend with disrespectful or uninterested students. And, there are some who must contend with working in older schools without modern amenities and where they may also instruct large classes and deal with heavy workloads. Regardless, Teachers are expected and required to develop students who exhibit satisfactory performance on core subject standardized testing.

Those who teach in public schools may experience frustration over the limited involvement and control they are permitted over the subject they teach. Private school Teachers however, teach smaller classes and have greater control over the subjects to be taught and the standards for performance and discipline. Additionally, because private schools follow a selective admissions process, students tend to show greater interest and motivation.

Teachers may achieve tenure (permanent employment status granted to an individual) after completing a three-year probationary term of teaching. While not a 100% employment guarantee, tenure provides a level of security to the individual.

In addition to a thorough knowledge of all subjects they teach, individuals in this profession must be able to:

• effectively communicate
• motivate and foster trust and confidence
• perceive and understand a student's emotional and educational needs
• recognize and respond appropriately to cultural and individual differences, and subsequently apply tailored teaching methods
• apply strong organizational and time management skills
• exude patience, creativity, and dependability
• work collaboratively and cooperatively with colleagues, support staff, parents, and community members

Employment

According to the U.S. Department of Labor Bureau of Labor Statistics (USDL BLS), employment for Teachers is anticipated to "grow 12 percent between 2006 and 2016, about as fast as the average for all occupations." Between now and 2016, overall student enrollments in elementary, middle, and secondary schools, are expected to grow "more slowly than past years as children of the baby boom generation leave the school system." It is this factor that will cause the employment of Teachers (from kindergarten through secondary grades) to increase as fast as the average. Enrollments, which are a significant contributor in the demand for Teachers, are anticipated to vary by region and locality:

• Rapidly growing states (South and West regions) will have the greatest increases in enrollment: Nevada (leading), Arizona, Texas, and Georgia.
• Midwest region enrollments are anticipated to hold relatively steady.
• Northeast region is expected to decline.

Teachers who will experience the greater advantage in employment opportunities are those who can relocate (or can be geographically mobile) and secure licensing in more than one subject.

State and local education funding/expenditure and the legislation to raise the quality and capacity of public education affect the number of Teachers who will be employed. From a Federal level, funding has largely increased in education support for the hiring of qualified Teachers, particularly for the lower income areas.

Per the USDL BLS, job prospects will fair better in rural areas (characteristic of remote locations and fairly low salaries) and inner cities (characteristic of overcrowding, sub-par equipped schools, and higher-than-average poverty rates) than suburban districts. Reason being, that they generally experience difficulty in attracting and keeping enough Teachers. Also, a large number of school districts are challenged in hiring qualified Teachers with expertise in certain subjects - mainly math, science, foreign languages, and bilingual education. The correlation is this: increasing enrollment of minorities combined with the shortage of minority Teachers fosters the need to attract these Teachers. Additionally, the need for bi-lingual Teachers, and those who can teach English as a second language, will continue to grow as a result of the increasing number of non-English-speaking students. Vocational Teachers are also in demand at the middle and secondary school levels. The subjects/areas in which the supply of Teachers appears sufficiently staffed include social studies, physical education, and general elementary education.

Elementary School Teacher Education, Licensing, and Certification

Teacher Education

Teacher Education requirements for both kindergarten and elementary school include the achievement of a four-year bachelor's degree, or higher, and licensure. The courses that are traditionally undertaken by students are special in nature in that they are developed with the individual who is preparing to teach in mind. Such courses include, but are not limited to, social and physical sciences, math, music, art, and literature. Additional required professional education courses include teaching methods, psychology of learning, and philosophy of education. A great many four-year education institutions require students to hold off until their sophomore year before submitting their teacher education program applications.

The National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) accredits teacher education programs. To maintain accreditation, these programs are required to include instruction in computer use and various technologies; and, many programs also require student-teaching internships. While it is not necessary for a student to graduate from an accredited program, it makes for a smoother process when the time comes to fulfilling requirements for licensure.

In many states today, professional development schools are available (i.e., those with partnerships established between elementary or secondary schools and universities). Blending practice with theory, these schools offer the bachelor degree graduate an opportunity to enter into a one-year program where they will experience firsthand what it is like to teach (under the guidance and supervision of a professional).

Regular Teacher Licensing

The State Board of Education or a licensing advisory committee generally grants licensing. While licensing is not a requirement for Teachers in most private schools, it is required in all states and the District of Columbia for those teaching in public schools.

Regular licensing requirements to teach kindergarten through the 12th grade vary by state, but all states require general education Teachers to achieve a four-year bachelor's degree, complete an approved teacher-training program that includes a required number of subject and education credits, and supervised practice teaching. Some states require training in technology and a minimum grade point average; others require an individual to achieve a master's degree in education within a specific window of time after they have begun formal teaching.

Nearly all states require competency testing in basic/fundamental skills (e.g., reading, writing, teaching), as well as proof of proficiency in the subject taught by the Teacher. This applies to all applicants looking to secure a Teacher's license. There is, however, a movement underway by many school systems toward using performance-based systems for licensing. With this, Teachers must illustrate, over an extended period of time, satisfactory-level teaching performance in order to secure a temporary license, in addition to successfully passing an exam in their subject. Many states have agreements that are reciprocal in nature, whereby Teachers who are licensed in one state can easily become licensed in another.

Most states require Teachers who are seeking license renewal to complete a specific (or minimum) number of hours in continuing education.

Alternative Teacher Licensing

The main intent of an alternative licensing program is to attract people, who do not fulfill traditional licensing standards, into the teaching profession (e.g., individuals switching from their current career into teaching, or new college graduates who lack completion of education programs). With some programs, an individual may start teaching immediately with a temporary license, while under close supervision of a licensed and experienced educator(s); they must simultaneously attend required education courses. Those who make positive progress may, after working one or two years, qualify for a regular license. Then, there are other programs where a new college graduate will complete the required education courses (one or two full-time semesters) and then become eligible for licensure.

Today, most states offer alternative licensing programs that are geared toward individuals who possess a bachelor's degree in their teaching subject, but lack the education courses that are required in order to obtain a regular license. Most of these types of programs are designed to minimize the shortages of Teachers in specific teaching subjects (e.g., science, math). There are also other programs focused on filling the many open and needed teaching positions in both urban and rural school systems where attracting and retaining Teachers from traditional licensing programs is difficult.

It's important to note that, in general, private school institutions are not obliged to meet state licensing requirements.

Certification

Teachers who wish to obtain professional certification as an endorsement of qualification and competency beyond that required for regular licensing may do so through voluntary, national certification offered by the National Board for Professional Teaching Standards (NBPTS). Not only is the NBPTS certification recognized by all states, several offer various benefits to Teachers who possess this certification (e.g., reimbursement for fees related to continuing education and certification, and higher salaries). Certification requires the applicant to pass a written assessment and evaluation that focuses on their teaching knowledge, as well as the presentation of a portfolio that illustrates their classroom work.

Resources for Elementary School Teachers

• National Council for Accreditation of Teacher Education (NCATE)
• Teacher Education Accreditation Council (TEAC)
• National Board for Professional Teaching Standards (NBPTS)
• National Center for Alternative Certification, (NCAC)
• National Education Association (NEA)
• American Federation of Teachers (AFT)

Schools for Elementary School Teachers are listed in the column to the left.

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