Summary for:
Teacher AssistantsDescription:
Perform duties that are instructional in nature or deliver direct services to students or parents. Serve in a position for which a teacher or another professional has ultimate responsibility for the design and implementation of educational programs and services.Sample of reported job titles:
Sample of reported job titles: Teacher Assistant, Paraprofessional, Instructional Assistant, Special Education Teaching Assistant, Special Education Paraprofessional, Teacher Aide, Paraeducator, Teaching Assistant, Special Education Aide, Special Education Instructional Assistant
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Provide extra assistance to students with special needs, such as non-English-speaking students or those with physical and mental disabilities.
- Tutor and assist children individually or in small groups to help them master assignments and to reinforce learning concepts presented by teachers.
- Supervise students in classrooms, halls, cafeterias, school yards, and gymnasiums, or on field trips.
- Enforce administration policies and rules governing students.
- Observe students' performance, and record relevant data to assess progress.
- Discuss assigned duties with classroom teachers to coordinate instructional efforts.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Present subject matter to students under the direction and guidance of teachers, using lectures, discussions, or supervised role-playing methods.
- Organize and label materials and display students' work in a manner appropriate for their eye levels and perceptual skills.
- Distribute tests and homework assignments and collect them when they are completed.
Knowledge:
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity ó The ability to speak clearly so others can understand you. |
| Speech Recognition ó The ability to identify and understand the speech of another person. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning ó The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Fluency of ideas ó The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Information Ordering ó The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| Near Vision ó The ability to see details at close range (within a few feet of the observer). |
Skills:
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Assisting and Caring for Others ó Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Establishing and Maintaining Interpersonal Relationships ó Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
| Thinking Creatively ó Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Monitor Processes, Materials, or Surroundings ó Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Organizing, Planning, and Prioritizing Work ó Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Training and Teaching Others ó identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Coaching and Developing Others ó identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
Abilities:
| Contact With Others ó How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Physical Proximity ó To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Work With Work Group or Team ó How important is it to work with others in a group or team in this job? |
| Indoors, Environmentally Controlled ó How often does this job require working indoors in environmentally controlled conditions? |
| Freedom to Make Decisions ó How much decision making freedom, without supervision, does the job offer? |
| Coordinate or Lead Others ó How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Frequency of Conflict Situations ó How often are there conflict situations the employee has to face in this job? |
| Structured versus Unstructured Work ó To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Importance of Being Exact or Accurate ó How important is being very exact or highly accurate in performing this job? |
Work Activities:
| Title | Job Zone Three: Medium Preparation Needed |
| Overall Experience | Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. |
| Job Training | Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. |
| Job Zone Examples | These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include funeral directors, electricians, forest and conservation technicians, legal secretaries, interviewers, and insurance sales agents. |
| SVP Range | (6.0 to < 7.0) |
| Education | Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Some may require a bachelor's degree. |
Work Style:
| 21-1091.00 | Health Educators  |
| 25-1191.00 | Graduate Teaching Assistants |
| 25-1194.00 | Vocational Education Teachers, Postsecondary |
| 29-2051.00 | Dietetic Technicians |
Average (7% to 13%)