25-2012.

00 - Kindergarten Teachers, Except Special Education
http://online.onetcenter.org/link/suar!/25-2012.00
Teach eleental natural and social science, personal h!giene, usic, art, and literature to
children "ro # to $ !ears old. %roote ph!sical, ental, and social de&elopent. 'a! (e
re)uired to hold State certi"ication.
Sample of reported job titles: Kindergarten Teacher, Teacher, *ilingual Kindergarten
Teacher, Eleentar! Teacher, +lassroo Teacher, Kinder Teacher, Kindergarten / ,irst
-rade Teacher, Title .ne Kindergarten Teacher
View report: Summary Details Custom
Tasks / Kno0ledge / Skills / 1(ilities / 2ork 1cti&ities / 2ork +ontext / 3o( 4one / 5nterests / 2ork
St!les / 2ork 6alues / 7elated .ccupations / 2ages 8 Eplo!ent
Tasks
• Teach (asic skills such as color, shape, nu(er and letter recognition, personal
h!giene, and social skills.
• Esta(lish and en"orce rules "or (eha&ior, and policies and procedures to aintain
order aong students.
• .(ser&e and e&aluate children9s per"orance, (eha&ior, social de&elopent, and
ph!sical health.
• 5nstruct students indi&iduall! and in groups, adapting teaching ethods to eet
students9 &ar!ing needs and interests.
• 7ead (ooks to entire classes or to sall groups.
• :eonstrate acti&ities to children.
• %ro&ide a &ariet! o" aterials and resources "or children to explore, anipulate, and
use, (oth in learning acti&ities and in iaginati&e pla!.
• %lan and conduct acti&ities "or a (alanced progra o" instruction, deonstration, and
0ork tie that pro&ides students 0ith opportunities to o(ser&e, )uestion, and
in&estigate.
• +on"er 0ith parents or guardians, other teachers, counselors, and adinistrators to
resol&e students9 (eha&ioral and acadeic pro(les.
• %repare children "or later grades (! encouraging the to explore learning
opportunities and to perse&ere 0ith challenging tasks.
(ack to top
Knowledge
English Language ; Kno0ledge o" the structure and content o" the English language
including the eaning and spelling o" 0ords, rules o" coposition, and graar.
Eduation and Training ; Kno0ledge o" principles and ethods "or curriculu and training
design, teaching and instruction "or indi&iduals and groups, and the easureent o" training
e""ects.
!syhology ; Kno0ledge o" huan (eha&ior and per"orance< indi&idual di""erences in
a(ilit!, personalit!, and interests< learning and oti&ation< ps!chological research ethods<
and the assessent and treatent o" (eha&ioral and a""ecti&e disorders.
"athematis ; Kno0ledge o" arithetic, alge(ra, geoetr!, calculus, statistics, and their
applications.
Soiology and #nthropology ; Kno0ledge o" group (eha&ior and d!naics, societal
trends and in"luences, huan igrations, ethnicit!, cultures and their histor! and origins.
$eography ; Kno0ledge o" principles and ethods "or descri(ing the "eatures o" land, sea,
and air asses, including their ph!sical characteristics, locations, interrelationships, and
distri(ution o" plant, anial, and huan li"e.
(ack to top
Skills
%nstruting ; Teaching others ho0 to do soething.
&eading Comprehension ; =nderstanding 0ritten sentences and paragraphs in 0ork
related docuents.
"onitoring ; 'onitoring/1ssessing per"orance o" !oursel", other indi&iduals, or
organi>ations to ake ipro&eents or take correcti&e action.
Speaking ; Talking to others to con&e! in"oration e""ecti&el!.
Learning Strategies ; Selecting and using training/instructional ethods and procedures
appropriate "or the situation 0hen learning or teaching ne0 things.
#ti'e Listening ; -i&ing "ull attention to 0hat other people are sa!ing, taking tie to
understand the points (eing ade, asking )uestions as appropriate, and not interrupting at
inappropriate ties.
Time "anagement ; 'anaging one9s o0n tie and the tie o" others.
(riting ; +ounicating e""ecti&el! in 0riting as appropriate "or the needs o" the audience.
#ti'e Learning ; =nderstanding the iplications o" ne0 in"oration "or (oth current and
"uture pro(le-sol&ing and decision-aking.
Soial !erepti'eness ; *eing a0are o" others9 reactions and understanding 0h! the!
react as the! do.
(ack to top
#bilities
)ral E*pression ; The a(ilit! to counicate in"oration and ideas in speaking so others
0ill understand.
Speeh &eognition ; The a(ilit! to identi"! and understand the speech o" another person.
)ral Comprehension ; The a(ilit! to listen to and understand in"oration and ideas
presented through spoken 0ords and sentences.
Speeh Clarity ; The a(ilit! to speak clearl! so others can understand !ou.
Deduti'e &easoning ; The a(ilit! to appl! general rules to speci"ic pro(les to produce
ans0ers that ake sense.
!roblem Sensiti'ity ; The a(ilit! to tell 0hen soething is 0rong or is likel! to go 0rong. 5t
does not in&ol&e sol&ing the pro(le, onl! recogni>ing there is a pro(le.
(ritten E*pression ; The a(ilit! to counicate in"oration and ideas in 0riting so others
0ill understand.
+lueny of %deas ; The a(ilit! to coe up 0ith a nu(er o" ideas a(out a topic ?the
nu(er o" ideas is iportant, not their )ualit!, correctness, or creati&it!@.
%nduti'e &easoning ; The a(ilit! to co(ine pieces o" in"oration to "or general rules
or conclusions ?includes "inding a relationship aong seeingl! unrelated e&ents@.
%nformation )rdering ; The a(ilit! to arrange things or actions in a certain order or pattern
according to a speci"ic rule or set o" rules ?e.g., patterns o" nu(ers, letters, 0ords, pictures,
atheatical operations@.
(ack to top
(ork #ti'ities
Training and Teahing )thers ; 5denti"!ing the educational needs o" others, de&eloping
"oral educational or training progras or classes, and teaching or instructing others.
De'eloping )bjeti'es and Strategies ; Esta(lishing long-range o(Aecti&es and
speci"!ing the strategies and actions to achie&e the.
"aking Deisions and Sol'ing !roblems ; 1nal!>ing in"oration and e&aluating results
to choose the (est solution and sol&e pro(les.
)rgani,ing- !lanning- and !rioriti,ing (ork ; :e&eloping speci"ic goals and plans to
prioriti>e, organi>e, and accoplish !our 0ork.
E'aluating %nformation to Determine Compliane with Standards ; =sing rele&ant
in"oration and indi&idual Audgent to deterine 0hether e&ents or processes copl! 0ith
la0s, regulations, or standards.
.pdating and .sing &ele'ant Knowledge ; Keeping up-to-date technicall! and appl!ing
ne0 kno0ledge to !our Ao(.
Coahing and De'eloping )thers ; 5denti"!ing the de&elopental needs o" others and
coaching, entoring, or other0ise helping others to ipro&e their kno0ledge or skills.
Establishing and "aintaining %nterpersonal &elationships ; :e&eloping constructi&e
and cooperati&e 0orking relationships 0ith others, and aintaining the o&er tie.
$etting %nformation ; .(ser&ing, recei&ing, and other0ise o(taining in"oration "ro all
rele&ant sources.
"onitor !roesses- "aterials- or Surroundings ; 'onitoring and re&ie0ing in"oration
"ro aterials, e&ents, or the en&ironent, to detect or assess pro(les.
(ack to top
(ork Conte*t
Contat (ith )thers ; Bo0 uch does this Ao( re)uire the 0orker to (e in contact 0ith
others ?"ace-to-"ace, (! telephone, or other0ise@ in order to per"or itC
+ae/to/+ae Disussions ; Bo0 o"ten do !ou ha&e to ha&e "ace-to-"ace discussions 0ith
indi&iduals or teas in this Ao(C
(ork (ith (ork $roup or Team ; Bo0 iportant is it to 0ork 0ith others in a group or
tea in this Ao(C
%ndoors- En'ironmentally Controlled ; Bo0 o"ten does this Ao( re)uire 0orking indoors in
en&ironentall! controlled conditionsC
!hysial !ro*imity ; To 0hat extent does this Ao( re)uire the 0orker to per"or Ao( tasks
in close ph!sical proxiit! to other peopleC
+reedom to "ake Deisions ; Bo0 uch decision aking "reedo, 0ithout super&ision,
does the Ao( o""erC
Coordinate or Lead )thers ; Bo0 iportant is it to coordinate or lead others in
accoplishing 0ork acti&ities in this Ao(C
Duration of Typial (ork (eek ; Du(er o" hours t!picall! 0orked in one 0eek.
Letters and "emos ; Bo0 o"ten does the Ao( re)uire 0ritten letters and eosC
+re0ueny of Deision "aking ; Bo0 "re)uentl! is the 0orker re)uired to ake decisions
that a""ect other people, the "inancial resources, and/or the iage and reputation o" the
organi>ationC
(ack to top
1ob 2one
Title 3o( 4one ,our: +onsidera(le %reparation Deeded
)'erall
E*periene
1 iniu o" t0o to "our !ears o" 0ork-related skill, kno0ledge, or
experience is needed "or these occupations. ,or exaple, an accountant
ust coplete "our !ears o" college and 0ork "or se&eral !ears in
accounting to (e considered )uali"ied.
1ob Training Eplo!ees in these occupations usuall! need se&eral !ears o" 0ork-
related experience, on-the-Ao( training, and/or &ocational training.
1ob 2one
E*amples
'an! o" these occupations in&ol&e coordinating, super&ising, anaging,
or training others. Exaples include accountants, huan resource
anagers, coputer prograers, teachers, cheists, and police
detecti&es.
SV! &ange ?E.0 to F G.0@
Eduation 'ost o" these occupations re)uire a "our - !ear (achelor9s degree, (ut
soe do not.
(ack to top
%nterests
5nterest code: S#
Soial ; Social occupations "re)uentl! in&ol&e 0orking 0ith, counicating 0ith, and
teaching people. These occupations o"ten in&ol&e helping or pro&iding ser&ice to others.
#rtisti ; 1rtistic occupations "re)uentl! in&ol&e 0orking 0ith "ors, designs and patterns.
The! o"ten re)uire sel"-expression and the 0ork can (e done 0ithout "ollo0ing a clear set o"
rules.
%n'estigati'e ; 5n&estigati&e occupations "re)uentl! in&ol&e 0orking 0ith ideas, and re)uire
an extensi&e aount o" thinking. These occupations can in&ol&e searching "or "acts and
"iguring out pro(les entall!.
(ack to top
(ork Styles
Dependability ; 3o( re)uires (eing relia(le, responsi(le, and dependa(le, and "ul"illing
o(ligations.
Conern for )thers ; 3o( re)uires (eing sensiti&e to others9 needs and "eelings and (eing
understanding and help"ul on the Ao(.
Cooperation ; 3o( re)uires (eing pleasant 0ith others on the Ao( and displa!ing a good-
natured, cooperati&e attitude.
%ntegrity ; 3o( re)uires (eing honest and ethical.
Self Control ; 3o( re)uires aintaining coposure, keeping eotions in check, controlling
anger, and a&oiding aggressi&e (eha&ior, e&en in &er! di""icult situations.
Soial )rientation ; 3o( re)uires pre"erring to 0ork 0ith others rather than alone, and
(eing personall! connected 0ith others on the Ao(.
#daptability3+le*ibility ; 3o( re)uires (eing open to change ?positi&e or negati&e@ and to
considera(le &ariet! in the 0orkplace.
%nitiati'e ; 3o( re)uires a 0illingness to take on responsi(ilities and challenges.
Stress Tolerane ; 3o( re)uires accepting criticis and dealing call! and e""ecti&el! 0ith
high stress situations.
!ersistene ; 3o( re)uires persistence in the "ace o" o(stacles.
(ack to top
(ork Values
#hie'ement ; .ccupations that satis"! this 0ork &alue are results oriented and allo0
eplo!ees to use their strongest a(ilities, gi&ing the a "eeling o" accoplishent.
+orresponding needs are 1(ilit! =tili>ation and 1chie&eent.
%ndependene ; .ccupations that satis"! this 0ork &alue allo0 eplo!s to 0ork on their
o0n and ake decisions. +orresponding needs are +reati&it!, 7esponsi(ilit! and 1utono!.
(ack to top
&elated )upations
1H-I0I1.01 School %s!chologists
21-10H1.00 Bealth Educators
21-10HI.00 Social and Buan Ser&ice 1ssistants
25-2011.00 %reschool Teachers, Except Special Education
25-2021.00 Eleentar! School Teachers, Except Special Education
25-H0#1.00 Teacher 1ssistants
IH-H0I2.00 7ecreation 2orkers
(ack to top
(ages 4 Employment Trends
5ational
"edian wages 67889: J#I,5G0 annual
Employment 67889: 1E0,000 eplo!ees
!rojeted growth 67889/
78;9:
,aster than a&erage ?1#K to 20K@
!rojeted need 67889/78;9: 5$,000 additional eplo!ees