TEACHER
In addition to classroom activities, teachers oversee study halls and homerooms and supervise extracurricular activities. They identify physical or mental problems and refer students to the proper resource or agency for diagnosis and treatment. Secondary school teachers occasionally assist students in choosing courses, colleges, and careers. Teachers also participate in education conferences and workshops. In many schools, teachers are increasingly involved in making decisions regarding the budget, personnel, textbook choices, curriculum design, and teaching methods.
Most kindergarten and 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. Secondary school teachers 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.
Including school duties performed outside the classroom, many teachers work more than 40 hours a week. Most teachers work the traditional 10-month school year with a 2-month vacation during the summer. Those on the 10-month schedule may teach in summer sessions, take other jobs, travel, or pursue other 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.
Seeing students develop new skills and gain an appreciation of knowledge and learning can be very rewarding. However, teaching may be frustrating when dealing with unmotivated and disrespectful students. Teachers may also experience stress when dealing with large classes, students from disadvantaged or multicultural backgrounds, and heavy workloads.
Most States have tenure laws that prevent 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.
In 1996, over half of all public school teachers belonged to unions—mainly the American Federation of Teachers and the National Education Association—that bargain with school systems over wages, hours, and the terms and conditions of employment.
Technology is playing an increasingly important role in education. Teachers may use films, slides, overhead projectors, and the latest technology in teaching, including computers, telecommunication systems, and video discs.
Use of computer resources, such as educational software and the Internet, exposes students to a vast range of experiences and promotes interactive learning. Computers are used in other classroom activities as well, from helping students solve math problems to learning English as a second language. Teachers may also use computers to record grades and for other administrative and clerical duties. Teachers must continually update their skills to use the latest technology in the classroom.
All 50 States and the District of Columbia require public school teachers to be licensed. Licensure is not required for teachers in private schools. Usually licensure is granted by the State board of education or a licensure advisory committee. Teachers may be licensed to teach the early childhood grades (usually nursery school through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades K through 12).
Requirements for regular licenses vary by State. However, all States require a bachelor's degree and completion of an approved teacher training program with a prescribed number of subject and education credits and supervised practice teaching. Some States require specific minimum grade point averages for teacher licensure. Some States require teachers to obtain a master's degree in education, which involves at least 1 year of additional coursework beyond the bachelor's degree with a specialization in a particular subject.
Almost all States require applicants for teacher licensure to be tested for competency in basic skills such as reading and writing, teaching skills, or subject matter proficiency. Most States require continuing education for renewal of the teacher's license. Many States have reciprocity agreements that make it easier for teachers licensed in one State to become licensed in another.
Increasingly, many States are moving towards implementing performance-based standards for licensure, which require passing a rigorous comprehensive teaching examination to obtain provisional licensure, and then demonstrating satisfactory teaching performance over an extended period of time to obtain full licensure.
Many States offer alternative teacher licensure programs for people who have bachelor's degrees in the subject they will teach, but lack the necessary education courses required for a regular license. Alternative licensure programs were originally designed to ease teacher shortages in certain subjects, such as mathematics and science. The programs have expanded to attract other people into teaching, including recent college graduates and mid-career changers. In some programs, individuals begin teaching quickly under provisional licensure. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular licensure if they have progressed satisfactorily. Under other programs, college graduates who do not meet licensure requirements take only those courses that they lack, and then become licensed. This may take 1 or 2 semesters of full-time study. States may issue emergency licenses to individuals who do not meet requirements for a regular license when schools cannot attract enough qualified teachers to fill positions. Teachers who need licensure may enter programs that grant a master's degree in education, as well as licensure.
In recent years, the National Board for Professional Teaching Standards began offering voluntary national certification for teachers. To become nationally certified, teachers must prove their aptitude by compiling a portfolio showing their work in the classroom, and by passing a written assessment and evaluation of their teaching knowledge. A teacher who is nationally certified may find it easier to obtain employment in another State. Certified teachers may also earn higher salaries, have more senior titles, and be eligible for more bonuses than non-certified teachers. While all States recognize national certification, however, many States have not established policies on specific benefits of holding national certification, such as salary differentials or reimbursement of certification fees.
The National Council for Accreditation of Teacher Education currently accredits over 500 teacher education programs across the United States. Generally, 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. Traditional education programs for kindergarten and elementary school teachers include courses—designed specifically for those preparing to teach—in mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teachers either major in the subject they plan to teach while also taking education courses, or major in education and take subject courses. Teacher education programs are now required to include classes in the use of computers and other technologies to maintain accreditation. Most programs require students to perform student teaching.
Many States now offer professional development schools, which are partnerships between universities and elementary or secondary schools. Students enter these 1-year programs after completion of their bachelor's degree. Professional development schools merge theory with practice and allow the student to experience a year of teaching first-hand, with professional guidance.
With additional preparation, teachers may move into positions as school librarians, reading specialists, curriculum specialists, or guidance counselors. Teachers may become administrators or supervisors, although the number of these positions is limited and competition for these desirable positions can be intense. In some systems, highly qualified, experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their teaching responsibilities.
According to the National Education Association, the estimated average salary of all public elementary and secondary school teachers in the 1995-96 school year was $37,900. Public secondary school teachers averaged about $38,600 a year, while public elementary school teachers averaged $37,300. Private school teachers generally earn less than public school teachers.
In some schools, teachers receive extra pay for coaching sports and working with students in extracurricular activities. Some teachers earn extra income during the summer working in the school system or in other jobs.
Overall employment of kindergarten, elementary, and secondary school teachers is expected to increase about as fast as the average for all occupations through the year 2006. The expected retirement of a large number of teachers currently in their 40s and 50s should open up many additional jobs. However, projected employment growth varies among individual teaching occupations.
Employment of secondary school teachers is expected to grow faster than the national average for all occupations through the year 2006, while average employment growth is projected for kindergarten and elementary school teachers. Assuming relatively little change in average class size, employment growth of teachers depends on population growth rates and corresponding student enrollments.
The number of teachers employed is also dependent on State and local expenditures for education. Pressures from taxpayers to limit spending could result in fewer teachers than projected; pressures to spend more to improve the quality of education could increase the teacher workforce.
The supply of teachers also is expected to increase in response to reports of improved job prospects, more teacher involvement in school policy, and greater public interest in education. In recent years, the total number of bachelor's and master's degrees granted in education has steadily increased. In addition, more teachers will be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs, relocating to different schools, and reentering the workforce.