Secondary & Elementary Teaching Careers


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The average value of the Bachelor degree needed to become a Education administrators, elementary and secondary school is $1,948,517.00.

Points of interest

  • A master’s or doctoral degree is required for most jobs, plus experience in related occupations such as a teacher or admissions counselor
  • Strong interpersonal and oral and written communication skills are required since most of the administrator’s job involves collaboration and working with others.
  • Excellent opportunities are expected

Nature of the Work

Competent education administrators for elementary and secondary schools are required for the successful operation of educational institutions. Education administrators are responsible for providing instructional leadership, as well as management of the day-to-day activities in schools. They also may direct the educational programs at businesses, correctional facilities, museums, and job training and community related service organizations.

The educational standards, goals, policies and procedures required to achieve certain standards at elementary and secondary schools are set by education administrators. They may also supervise support staff, teachers, managers, counselors, coaches, and librarians. They develop the academic programs in the school, monitor the educational progress of students, provide training and motivation activities for teachers and other staff, manage student services, prepare budgets, administer recordkeeping systems, and perform other duties. Education administrators also are involved with building relationships with parents, prospective and current students, and the business and residential community.

Elementary School

Education administrators in elementary and secondary schools are usually called principals. They are responsible for setting the academic tone, while working actively with teachers through developing and maintaining high curriculum standards. They also formulate the school’s mission statement, and establish teacher performance goals and objectives. Education administrators consult with staff in order to advise, explain or answer procedural questions. They are responsible for hiring and evaluating teachers and other staff. 

Daily Routine

Throughout the day, they may visit classrooms, observe teaching methods, examine learning materials used, and review the instructional objectives set by teachers. Because the education administrator’s pay is often based on teacher performance ratings, they must use clear, objective guidelines for appraisals.

Education administrators also meet with students, parents, community organization representatives and other administrators. The decision making authority formerly controlled at school district offices has increased to individual schools, giving administrators more flexibility in setting school policies and goals. However, special attention to the concerns of parents, teachers and other members in the community is important when making administrative decisions.

The responsibility for preparing school budgets and reports such as finances, school attendance and student performance also fall on the education administrator. Tighter school budgets has forced many administrators to become involved in public relations and fundraising activities in order to secure the needed financial support from local businesses for the school.

Administrators

Education administrators must ensure that national, state and local academic standards are met among students. Some education administrators work with local businesses to develop partnerships with school-to-work transition programs. Education administrators must also be sensitive to the increasing number of non-English speaking students and a more culturally diverse student body. Overcrowding may occur in some areas, causing an inadequate amount of resources. This requires education administrators to serve as school advocates for building new schools, or repairing existing schools, in order to accommodate the growth.

During the summer, education administrators plan for the upcoming school year, oversees summer school, participates in teacher and administrator workshops, supervise improvements and repairs to buildings, and ensures that there is adequate staff when the school year begins.

Students’ emotional welfare is just as important as their academic success. Therefore, education administrators are increasingly facing responsibilities beyond academics. Many schools have single parent households or households where both parent work outside the home. Before and after school programs and family resource centers have been established at many schools to support these students and their families. The family resource centers may offer parenting classes and referrals to social services. With assistance from community organizations, some education administrators of elementary and secondary schools have also established programs to combat crime, drug abuse, alcohol abuse and sexually transmitted diseases among students.

Assistant Principals

Assistant principals aid the education administrator, or principal, with the overall administration of the school. Some hold the position for a few years while preparing to advance to a principal position; others choose to remain assistant principals in elementary and secondary schools throughout their careers. Some of the primary responsibilities for an assistant principal include scheduling student classes, ordering textbooks and supplies, coordinate transportation, cafeteria, custodial, and other support services for the school. Assistant principals are usually responsible for discipline and attendance problems among students. They may also attend to social and recreational programs, as well as health and safety issues.

Additionally, assistant principals might provide personal, educational or vocational counseling to students. Assistant principals also play a greater role in academic planning because of site-based management. They help to develop curricula, evaluate teachers and deal with the relations between the school and the community. These responsibilities were previously handled only by the principal. The number of students in a school usually determines the number of assistant principals at one school.

Education administrators employed in the central offices of school districts oversee the elementary and secondary schools that are within their jurisdiction. This group of education administrators directs the subject area programs: English, music, special education, mathematics, and vocational education. They also supervise instructional coordinators and curriculum specialists, and evaluate teaching techniques and curricula, developing programs and strategies to improve the current techniques. Some education administrators also oversee career counseling programs for older students. Others administer student testing to determine students’ learning abilities and to place them in a different class if necessary.

Additionally, some education administrators direct programs for older students in school psychology, athletics, curriculum and instruction and professional development.

Working Environment

Education administrators at elementary and secondary schools hold leadership positions with a significant amount of responsibility for the function of a school. Most feel that their position of working with students is extremely rewarding, although the increased responsibilities has contributed to more stress.

The fast paced and stressful responsibilities for coordinating and interacting with faculty, parents, students, business leaders, community members as well as state and local policy makers is both stimulating and demanding. The challenging part for both education administrators and assistant principals is working with difficult students. In addition to all these responsibilities, education administrators are accountable for meeting state and federal guidelines related to student performance and teacher qualifications.

In 2008, nearly 35 percent of education administrators in elementary and secondary schools worked more than the standard 40 hour work week. This is due to having the responsibility for supervising night and weekend school activities, and working year round.

Training, Other Qualifications, and Advancement

Secondary Education

Most education administrators for elementary and secondary schools began working as teachers, while preparing for advancement through obtaining a master’s or doctoral degree. The educational backgrounds and experiences vary greatly among education administrators due to the diversity in duties and responsibility levels.

Education and training. Education administrators, assistant principals and central office administrators have usually held teaching positions. Some teachers might move directly into a position as a principal, while others become assistant principals first or gain other relevant experience in administrative jobs at the school or district level as curriculum specialists, subject matter advisors, or department heads.

Principals, assistant principals and school district administrators are required to hold a master’s degree in either education administration or educational leadership within public schools. Some principals and central office administrators also hold a specialized degree or a doctorate in education administration. Some principals and assistant principals in private schools have only a bachelor’s degree, although most hold a master’s degree or doctorate.

Many colleges and universities offer advanced degrees in education administration and educational leadership. Courses for education administration degrees include school law, school leadership, curriculum development and evaluation, finance and budgeting for schools, research design, data analysis, community relations, counseling and education politics. Programs designed for elementary and secondary school education administrators are accredited by the National Council for Accreditation of Teacher Education (NCATE) and the Educational Leadership Constituent Council (ELCC). Completion of an accredited program is necessary for fulfilling licensure requirements.

Licensure and Certification

License requirements vary by state, although most require principals to be licensed school administrators. Nearly all states require a master’s degree or other type of graduate level training to hold an education administrator position. A test for licensure is also required my some states. New school leaders are required to receive on-the-job training or some type of mentorship. Some states also require education administrators for elementary and secondary schools to take ongoing continuing education courses in order to keep their license, and the number and types of courses will also vary by state. This ensures that administrators will have up-to-date skills. In private schools, principals are not subject to the same state licensure requirements as those in public schools.

Other Qualifications

The evaluation of candidates for an education administrator position includes the display of leadership, determination, confidence, innovation, and motivation in their current jobs. Making sound decisions and organizing and coordinating work in an efficient manner is also essential. An education administrator must demonstrate strong interpersonal skills as an effective communicator and motivator since the majority of the job entails interacting with others. Leadership principles and practices gained through formal educational training and work experience is also important. Since computers are used to perform basic job duties, computer technology skills are essential. Education administrators may also be responsible for coordinating technical resources used in the classrooms by students and teachers.

Advancement Opportunities

Education administrators in elementary and secondary schools advance by obtaining promotions to higher level administrative positions, sometimes in high schools or colleges and universities as superintendents or presidents. They might also transfer to comparable positions at larger school systems.

Employment


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In 2008, education administrators held nearly 445,400 jobs, with approximately 230,600 in elementary or secondary schools. More than 81 percent were in public or private educational institutions.

Job Outlook

The employment projection for education administrators in elementary and secondary schools is expected to grow at the same average pace for all occupations. Due to retirements and fewer application submissions, the job opportunities are projected to be excellent.

Employment Change

The expected growth for education administrators is 8 percent between 2008 and 2018, which is considered faster than the average for all other occupations. The increase in the enrollment of school-aged children is expected to contribute to the growth, although enrollment in elementary and secondary schools is projected to grow at a slower pace. This might limit the growth of education administrators at these schools. However, with increasing administrative responsibilities being placed on individual schools, the number of administrative positions will increase.

Job Outlook

The employment projection for education administrators in elementary and secondary schools is expected to grow at the same average pace for all occupations. Due to retirements and fewer application submissions, the job opportunities are projected to be excellent.

The job opportunities should be excellent as a result of an increase in retirements and fewer job applicants for some available positions. The increase in responsibilities for principals and assistant principals should provide excellent job prospects as these jobs become more stressful, discouraging some teachers from seeking administration positions. More accountability is being placed on principals for student and teacher performance, while having to adhere to government regulations of the educational system.

Additionally, overcrowded classrooms, budgetary concerns, teacher shortages, and safety concerns attribute to more stress for education administrators in elementary and secondary schools. Not all teachers believe that the pay increase for becoming an education administrator is enough to handle the greater responsibilities.

The opportunities for education administrators will vary by regions, with enrollment in the West and South expected to increase along with the population growth in those areas. Conversely, enrollment will decline in the Northeast and Midwest. There will be a greater demand for education administrators in rural and urban areas, where pay is lower than in the suburbs.

Nonacademic jobs, such as director of student affairs, will also see fewer applicants. Many teachers are also discouraged from seeking education administrator positions because having a master’s or doctorate degree in education administration is required. Many also decline because of the opportunity for higher salaries in other occupations without an advanced degree.

Projections

By 2018, positions for education administrators in elementary and secondary schools are expected to increase by 9 percent to 250,400, according to the National Employment Matrix by the Bureau of Labor Statistics.

Earnings

Elementary and secondary education administrators had a median annual wage of $83,880 in May 2008. During that time, the middle 50 percent of administrators earned $68,360 to $102,830 annually. The lowest wages for 10 percent of administrators was less than $55,580, while the highest 10 percent earned a salary above $124,250.

Location and enrollment level of the individual school or school district are factors which determine education administrators’ salaries. The average salary for the 2007-2008 school year for elementary school principals was $85,907; assistant principals earned an average of $71,192. For secondary school principals, the salary was $91,334; average salary for assistant principles was $76,053.

As of May 2009, the mean wage for elementary and secondary school education administrators was $87,530. This amount will vary based on where the school is located and other determining factors.

Related Occupations

  • Counselors
  • Instructional coordinators
  • Librarians
  • Teachers-kindergarten
  • Elementary
  • Secondary
  • Middle, preschool, postsecondary, and vocational
  • Administrative services managers
  • Human resources, training
  • Labor relations managers and specialists

Sources of Additional Information

  • Bureau of Labor Statistics
  • U.S. Department of Labor
  • Occupational Outlook Handbook
  • 2010-11 Edition
  • O*NET Online

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