Here is where you’ll find more information about the Education career field, job search, statistics, some points on the future of the career and needs in society for teachers in the future economy.

Teaching Jobs: Preschool, kindergarten, elementary school, middle school and secondary school teachers, except special education, held about 3.8 million jobs in 2004. There continues to be a large demand for teachers, especially in the west.

Education: Public school teachers must have at least a bachelor’s degree, complete an approved teacher education program, and be licensed. Many states offer alternative licensing programs to attract people into teaching, especially for hard-to-fill positions.

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Scope: Through 2014, overall student enrollments — a key factor in the demand for teachers — are expected to rise more slowly than in the past as children of the baby boom generation leave the school system. Projected enrollments will vary by region. Fast-growing states in the West — particularly California, Idaho, Hawaii, Alaska, Utah and New Mexico — will experience the largest enrollment increases.

One of the fastest moving industries, teaching jobs are expected to grow by 32.5% through 2014. One thing remains the same; elementary school teachers are by far the most popular teaching jobs. Oh yeah, and teaching jobs employment numbers are at an all-time high.

The modern job seeker is more likely to surf the Web than hit the pavement. To help nab those coveted jobs the minute they hit the Internet, three major employment sites have career-making insider information.

LAUREL TOUBY, MediaBistro.com

Local site MediaBistro.com specializes in media-related jobs, from advertising, marketing and design to journalism and book publishing. “Right now, the media is being hit hard,” says founder Touby. “But there are small pockets of bright hope, and the cream of the crop are going to claw their way to the top.”

1. Follow through. “The worst mistake you can make is not following up and not being aggressive,” says Touby. The ones who get jobs are making connections with the right people, then keeping in touch by sending notes or forwarding their scoops and stories.

2. Learn the new tools of the trade. “You need to know how to upload data to a Web site,” says Touby. “Understand a content management system, whatever that system may be: MovableType, Blogger, there are tons of them.” Practice blogging on your own and playing around with social networks like Facebook or video sites like YouTube.

3. Be realistic. “Maybe this is the time to put your dream job on hold and just get a job,” says Touby. “The New York Times may not be hiring in news, but perhaps they’re hiring in business or online. Go for it. You can switch positions inside a company easier than coming in from the outside.”

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Hot job: E-mail marketing manager, Hearst Magazines – Digital Media Group. Individual to help manage all aspects of e-mail marketing and editorial newsletter campaigns for Hearst Digital Media. Required technical skills include composing and editing HTML, creating and editing images plus Microsoft Office. To apply, go to mediabistro.com.

RUSS FINKELSTEIN, Idealist.org

For those looking toward the nonprofit sector, Idealist.org is the perfect fit. And there are still plenty of job opportunities in the Big Apple. “There are over 1,300 jobs just in New York City listed on the site,” says associate director Finkelstein, “from a senior financial manager to doing fundraising or serving as a counselor.”

1. Show your passion. Unlike many for-profit outfits, nonprofits want proof that you are passionate about their cause. “It helps if you have volunteered, done board service or have been invested in some way in these issues,” says Finkelstein. If you haven’t, then start now. “It lets someone know that you really care about that issue.”

Vocational education teachers, commonly called career and technical education (CTE) teachers or career-technology teachers, instruct and train students to work in a wide variety of fields. Career and technical education courses train students to enter a particular career and prepare them for the world of work.

Career and technical teachers in middle and secondary schools may be introducing students to a trade or skill for the first time. They often teach courses that are in high demand by area employers, who often provide input into the curriculum and offer internships or apprenticeships to students at the secondary school level. Many vocational teachers play an active role in building and overseeing these partnerships. Additional responsibilities of middle and secondary school teachers may include providing career guidance, helping with job placement, and following up with students after graduation. Secondary CTE teachers are also responsible for coordinating their curriculum offerings with community, technical and 4-year colleges under current Federal law.

CTE teachers may teach in traditional comprehensive schools. Within comprehensive secondary schools, CTE teachers may be part of a career academy where they work closely with academic colleagues to create a career-themed, school-within-a-school. They may teach in a regional CTE centers that serve students from many districts who come for half-days. Other CTE teachers may teach in a CTE secondary school where students are in shops and labs for most of the school day.

At the secondary school level, the focus is on preparing students to enter the workforce or to continue on to additional training at the postsecondary level. In addition, CTE teachers aim to reinforce and strengthen material learned by their students in academic classes. To achieve these ends, teachers use a variety of techniques and methods to ensure that students understand the material, such as classroom lectures, hands-on activities done in a laboratory, experiential or work-based learning, and involvement in co-curricular organizations. In the classroom, CTE teachers lecture students on the theories and techniques used in the field. They may discuss the history of the profession or laws and regulations that govern the industry. In addition, teachers may provide demonstrations of tasks, techniques, or tools used in the field. In the lab, teachers assign the students tasks, oversee their progress, and assist students as they encounter problems or need additional instruction or direction. Experiential or work-based learning allows students the opportunity to apply what they have learned in the classroom in real world settings. Students may use class time to work in the field at a business willing to let them learn on the job, and the business provides feedback about the student’s performance to the teacher. In some schools, students may run businesses that are owned by the school, such as the school store, to apply their knowledge and skills in a non-classroom setting. Finally, CTE teachers may serve as the advisor for co-curricular student organizations that provide students with additional opportunities to reinforce what they have learned in the classroom.

How teachers use these different settings and techniques varies with their specialized field. These fields include agricultural science, family and consumer science, health occupations, business and marketing, trade and industry, and technology education.

In agricultural science, students learn a wide variety of subjects related to the science and business of agriculture. Classes may cover topics like agricultural production; agricultural-related business; horticulture; agri-science; small animal care; veterinary science; and plant, animal, and food systems. Teachers in this subject may have students plant and care for crops or tend to animals to apply what they have learned in the classroom.

CTE teachers in family and consumer science teach students about culinary arts; sewing; child development; family and consumer services; and food science, dietetics, and nutrition. Students in these settings may run early childhood education classes with teacher supervision, manufacture and market clothing, or create menus and cook for a school function.

In health-related occupations, students learn the skills necessary to work as technicians or assistants in the medical field. This may include learning the skills necessary to become a nurse or dental assistant. Teachers in this field may have students practice their skills by measuring blood pressure or practicing fundamental tasks like administering blood sugar and blood type tests on other staff in the school. Some programs allow students to receive the certifications necessary to enter the field.

Business and marketing students learn the skills necessary to run a business or make sales. They may learn computer programs or how to market a product. They may also learn the basics of financial management for a business. CTE teachers specializing in business and marketing may spend time with students in computer labs to teach them computer skills, or they may guide students as they develop and establish a business. Many programs operate school-based enterprises where students operate real businesses open to the public.

CTE teachers in trade and industry may cover a wide range of topics, such as auto mechanics, cosmetology, heating and air conditioning, electrical wiring, television production, computer networking and computer repair, or auto body repair. These teachers specialize in one of these areas and teach classes in their area of expertise. Many teachers in this field use lab work extensively to allow students to learn with a hands-on approach.

Teachers in technology aim to teach the same subjects that are taught in general education classes, such as math and science, through technology. This may include supervising students as they build a robot to learn about physics, computer science, and math. This type of program is often seen as a precursor to engineering programs.

Work environment. Helping students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teachers may get frustrated when dealing with unmotivated or disrespectful students. Occasionally, teachers must cope with unruly behavior and violence at school. Teachers may experience stress from dealing with large classes, heavy workloads, or schools that are run down and lack many modern amenities.

Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools allow teachers to work in teams and with mentors to enhance their professional development. However, CTE teachers often have specific responsibilities that have them in the community during part of the school day working with their business and industry partners.

Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Most middle and secondary school CTE teachers work the traditional ten month school year with a 2-month vacation during the summer. During the vacation break, those on the ten month schedule may teach in summer sessions, take other jobs, travel, or pursue personal interest s. Some enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work eight weeks and then have one week of vacation, as well as a five week midwinter break. CTE teachers with active work-based learning programs may be on twelve month contracts to provide time for them to engage in job development for current and future students.

Most States have tenure laws that prevent public school teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally three years. Tenure does not absolutely guarantee a job, but it does provide some security.

Teachers play an important role in fostering the intellectual and social development of children during their formative years. The education that students acquire is key to determining the future of those students. Whether in elementary or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults.

Teachers act as facilitators or coaches, using classroom presentations or individual instruction to help students learn and apply concepts in subjects such as science, mathematics, and English. They plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline. Teachers observe and evaluate a student’s performance and potential. They are increasingly asked to use new assessment methods. For example, teachers may examine a portfolio of a student’s artwork or writing in order to judge the student’s overall progress. They then can provide additional assistance in areas in which the student needs help. Teachers also grade papers, prepare report cards, and meet with parents and school staff to discuss a student’s academic progress or personal problems.

Many teachers use a hands-on approach that utilizes props to help children understand abstract concepts, solve problems, and develop critical thinking skills. For example, they may teach the concepts of numbers or of addition and subtraction by playing board games. As the children get older, teachers use more sophisticated approaches, such as demonstrating science experiments or working with computers. They also encourage collaboration in solving problems by having students work in groups to discuss and solve the problems together. To be prepared for success later in life, students must be able to interact with others, adapt to new technology, and think through problems logically.

Kindergarten and elementary school teachers play a vital role in the development of children. What children learn and experience during their early years can shape their views of themselves and the world and can affect their later success or failure in school, work, and their personal lives. Kindergarten and elementary school teachers introduce children to mathematics, language, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach basic skills.

Kindergarten teachers use play and hands-on teaching, but academics begin to take priority in kindergarten classrooms. Letter recognition, phonics, numbers, and awareness of nature and science, introduced at the preschool level, are taught primarily in kindergarten.

Most elementary school teachers instruct one class of children in several subjects. In some schools, two or more teachers work as a team and are jointly responsible for a group of students in at least one subject. In other schools, a teacher may teach one special subject—usually music, art, reading, science, arithmetic, or physical education—to a number of classes. A small but growing number of teachers instruct multilevel classrooms, with students at several different learning levels.

Middle school teachers and secondary school teachers help students delve more deeply into subjects introduced in elementary school and expose them to more information about the world. Middle and secondary school teachers specialize in a specific subject, such as English, Spanish, mathematics, history, or biology. They also may teach subjects that are career oriented. Additional responsibilities of middle and secondary school teachers may include career guidance and job placement, as well as following up with students after graduation. (Special education teachers, who instruct elementary and secondary school students with a variety of disabilities, and vocational teachers, who provide career and technical education, are elsewhere in the Handbook.)

In addition to conducting classroom activities, teachers oversee study halls and homerooms, supervise extracurricular activities, and accompany students on field trips. They may identify students who have physical or mental problems and refer the students to the proper authorities. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops.

Computers play an integral role in the education teachers provide. Resources such as educational software and the Internet expose students to a vast range of experiences and promote interactive learning. Through the Internet, students can communicate with other students anywhere in the world, allowing them to share experiences and viewpoints. Students also use the Internet for individual research projects and to gather information. Computers play a role in other classroom activities as well, from solving math problems to learning English as a second language. Teachers also may use computers to record grades and perform other administrative and clerical duties. They must continually update their skills so that they can instruct and use the latest technology in the classroom.

Teachers often work with students from varied ethnic, racial, and religious backgrounds. With growing minority populations in most parts of the country, it is important for teachers to work effectively with a diverse student population. Accordingly, some schools offer training to help teachers enhance their awareness and understanding of different cultures. Teachers may include multicultural programming in their lesson plans, to address the needs of all students, regardless of their cultural background.

In recent years, site-based management, which allows teachers and parents to participate actively in management decisions regarding school operations, has gained popularity. In many schools, teachers are increasingly becoming involved in making decisions regarding the budget, personnel, textbooks, curriculum design, and teaching methods.

Work environment. Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when one is dealing with unmotivated or disrespectful students. Occasionally, teachers must cope with unruly behavior and violence in the schools. Teachers may experience stress in dealing with large classes, heavy workloads, or old schools that are run down and lack modern amenities. Accountability standards also may increase stress levels, with teachers expected to produce students who are able to exhibit a satisfactory performance on standardized tests in core subjects. Many teachers, particularly in public schools, also are frustrated by the lack of control they have over what they are required to teach.

Teachers in private schools generally enjoy smaller class sizes and more control over establishing the curriculum and setting standards for performance and discipline. Their students also tend to be more motivated, since private schools can be selective in their admissions processes.

Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students. However, some schools allow teachers to work in teams and with mentors, to enhance their professional development.

Many teachers work more than 40 hours a week, including school duties performed outside the classroom. Part-time schedules are more common among kindergarten teachers. Although most school districts have gone to all-day kindergartens, some kindergarten teachers still teach two kindergarten classes a day. Most teachers work the traditional 10-month school year, with a 2-month vacation during the summer. During the vacation break, those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break.

Most States have tenure laws that prevent public school teachers from being fired without just cause and due process. Teachers may obtain tenure after they have satisfactorily completed a probationary period of teaching, normally 3 years. Tenure does not absolutely guarantee a job, but it does provide some security.

Preschool teachers nurture, teach, and care for children who have not yet entered kindergarten. They provide early childhood care and education through a variety of teaching strategies. They teach children, usually aged 3 to 5, both in groups and one on one. They do so by planning and implementing a curriculum that covers various areas of a child’s development, such as motor skills, social and emotional development, and language development.

Preschool teachers play a vital role in the development of children. They introduce children to reading and writing, expanded vocabulary, creative arts, science, and social studies. They use games, music, artwork, films, books, computers, and other tools to teach concepts and skills.

Preschool children learn mainly through investigation, play, and formal teaching. Preschool teachers capitalize on children’s play to further language and vocabulary development (using storytelling, rhyming games, and acting games), improve social skills (having the children work together to build a neighborhood in a sandbox), and introduce scientific and mathematical concepts (showing the children how to balance and count blocks when building a bridge or how to mix colors when painting). Thus, an approach that includes small and large group activities, one-on-one instruction, and learning through creative activities such as art, dance, and music, is adopted to teach preschool children. Letter recognition, phonics, numbers, and awareness of nature and science are introduced at the preschool level to prepare students for kindergarten.

Preschool teachers often work with students from varied ethnic, racial, and religious backgrounds. With growing minority populations in most parts of the country, it is important for teachers to be able to work effectively with a diverse student population. Accordingly, some schools offer training to help teachers enhance their awareness and understanding of different cultures. Teachers may also include multicultural programming in their lesson plans, to address the needs of all students, regardless of their cultural background.

Work environment. Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. Preschool teachers in private programs and schools generally enjoy smaller class sizes and more control over establishing the curriculum and setting standards for performance and discipline.

Part-time schedules are common among preschool teachers. Many teachers work the traditional 10-month school year with a 2-month vacation during the summer. During the vacation break, those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue personal interests. Many enroll in college courses or workshops to continue their education. Teachers in districts with a year-round schedule typically work 8 weeks, are on vacation for 1 week, and have a 5-week midwinter break. Preschool teachers working in day care settings often work year round.

Education requirements vary greatly from State to State and range from a high school diploma to a college degree. The requirements also vary based on employer requirements and the source of the funding of the preschool program.

Education and training. The training and qualifications required of preschool teachers vary widely. Each State has its own licensing requirements that regulate caregiver training. These requirements range from a high school diploma and a national Child Development Associate (CDA) credential to community college courses or a college degree in child development or early childhood education.

Different public funding streams may set other education and professional development requirements. For example, many States have separate funding for prekindergarten programs for 4-year-old children and typically set higher education degree requirements for those teachers, including those providing prekindergarten in a child care center. Head Start programs must meet Federal standards for teacher requirements. For example, by 2011 all Head Start teachers must have at least an associate degree.

Some employers may prefer workers who have taken secondary or postsecondary courses in child development and early childhood education or who have work experience in a child care setting. Other employers require their own specialized training. An increasing number of employers require at least an associate degree in early childhood education

Other qualifications. In addition to being knowledgeable about the subjects they teach, preschool teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as an understanding of the students’ educational and emotional needs. Preschool teachers must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. Teachers also must be able to work cooperatively and communicate effectively with other teachers, support staff, parents, and members of the community. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution.

Advancement. Preschool teachers usually work their way up from assistant teacher, to teacher, to lead teacher—who may be responsible for the instruction of several classes—and, finally, to director of the center. Those with a bachelor’s degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay.

Preschool teachers, except special education, held 457,200 jobs in 2008. They are most often employed in child day care services (65 percent), and public and private educational services (15 percent). Employment of teachers is geographically distributed much the same as the population.

Employment of preschool teachers is projected to grow faster than the average through 2018. Job prospects are expected to be excellent due to high turnover.

Employment change. Employment of preschool teachers is expected to grow by 19 percent from 2008 to 2018, which is faster than the average for all occupations. Continued emphasis on early childhood education is increasing the demand for preschool teachers. Some States are instituting programs to improve early childhood education, such as offering full day and universal preschool. These programs, along with projected higher enrollment growth for preschool age children, will create new jobs for preschool teachers.

However, this growth will be moderated by slower growth in the number of children aged 3 to 5, the age group most often enrolled in preschool programs. In addition, these workers are often assisted by child care workers and teachers assistants and higher demand for these workers may temper growth for preschool teachers.

Job prospects. High replacement needs should create good job opportunities for preschool teachers. Qualified persons who are interested in this work should have little trouble finding and keeping a job. Many preschool teachers must be replaced each year as they leave the occupation to fulfill family responsibilities, to study, or for other reasons. Others leave because they are interested in pursuing other occupations or because of low wages.

Median annual wages of preschool teachers were $23,870 in May 2008; the middle 50 percent earned $18,840 to $31,430; the bottom 10 percent earned less than $16,030 and the top 10 percent earned more than $41,660.