Special Education Teachers, Secondary School
Tasks Include:
- Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
- Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
- Prepare materials and classrooms for class activities.
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
- Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
- Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
- Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
more »
The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Projections Quick View:
Virginia: No Data
National: +4.2%
Education
Bachelor's Degree
Job Zone:
Four: Considerable Preparation Needed
Income Range:
Highest ($50,000 and up)
Median Earnings:
National
$63,560.00
State
$59,950.00
Regional
Special Education Teachers, Secondary School
Description
Career Cluster: | Education & Training |
Teach academic, social, and life skills to secondary school students with learning, emotional, or physical disabilities. Includes teachers who specialize and work with students who are blind or have visual impairments; students who are deaf or have hearing impairments; and students with intellectual disabilities.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Education
Required Level of Education
- Bachelor's Degree = 65.08%
- Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 17.65%
- Master's Degree = 16.44%
- Associate's Degree (or other 2-year degree) = 0.73%
- First Professional Degree - awarded for completion of a program that: requires at least 2 years of college work before entrance into the program, includes a total of at least 6 academic years of work to complete, and provides all remaining academic requirements to begin practice in a profession. = 0.10%
Related Work Experience
- Over 6 months, up to and including 1 year = 33.95%
- None = 13.05%
- Over 1 year, up to and including 2 years = 11.39%
- Over 2 years, up to and including 4 years = 10.39%
- Over 3 months, up to and including 6 months = 9.78%
- Over 1 month, up to and including 3 months = 9.72%
- Over 4 years, up to and including 6 years = 5.23%
- Over 10 years = 5.03%
- Up to and including 1 month = 1.46%
On-Site or In-Plant Training
- None = 22.50%
- Over 6 months, up to and including 1 year = 20.76%
- Over 1 month, up to and including 3 months = 19.22%
- Up to and including 1 month = 13.79%
- Over 3 months, up to and including 6 months = 7.61%
- Over 1 year, up to and including 2 years = 5.96%
- Over 2 years, up to and including 4 years = 5.13%
- Over 10 years = 5.03%
On-the-Job Training
- Over 1 year, up to and including 2 years = 23.28%
- Over 1 month, up to and including 3 months = 21.26%
- None or short demonstration = 16.16%
- Over 6 months, up to and including 1 year = 16%
- Over 3 months, up to and including 6 months = 10.95%
- Over 2 years, up to and including 4 years = 8.76%
- Anything beyond short demonstration, up to and including 1 month = 3.59%
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Tasks
Core Tasks Include:
- Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
- Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement.
- Prepare materials and classrooms for class activities.
- Establish and enforce rules for behavior and policies and procedures to maintain order among students.
- Confer with parents, administrators, testing specialists, social workers, or other professionals to develop individual educational plans (IEPs) for students' educational, physical, and social development.
- Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
- Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory.
- Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
- Teach personal development skills, such as goal setting, independence, and self-advocacy.
- Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
- Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
- Develop and implement strategies to meet the needs of students with a variety of handicapping conditions.
- Modify the general education curriculum for special-needs students, based upon a variety of instructional techniques and technologies.
- Meet with other professionals to discuss individual students' needs and progress.
- Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
- Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
- Guide and counsel students with adjustments, academic problems, or special academic interests.
- Coordinate placement of students with special needs into mainstream classes.
- Observe and evaluate students' performance, behavior, social development, and physical health.
- Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements.
- Prepare, administer, and grade tests and assignments to evaluate students' progress.
- Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation.
- Meet with parents and guardians to provide guidance in using community resources and to teach skills for dealing with students' impairments.
- Provide additional instruction in vocational areas.
- Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
- Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
- Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.
- Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
- Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
- Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
- Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
- Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
- Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
- Attend staff meetings and serve on committees, as required.
- Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
- Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
- Provide assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.
- Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
Supplemental Tasks Include:
- Visit schools to tutor students with sensory impairments and to consult with teachers regarding students' special needs.
- Provide interpretation and transcription of regular classroom materials through Braille and sign language.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Knowledge
% | Subject | Description |
---|---|---|
90.50 | English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
87.50 | Education and Training | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
74.25 | Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
72.25 | Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
70.00 | Customer and Personal Service | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
68.25 | Psychology | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
61.50 | Administration and Management | Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
61.50 | Administrative | Knowledge of administrative and office procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and workplace terminology. |
61.25 | Public Safety and Security | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
58.50 | Therapy and Counseling | Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
54.00 | Geography | Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
52.50 | Sociology and Anthropology | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Skills
% | Subject | Description |
---|---|---|
78.00 | Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
75.00 | Reading Comprehension | Understanding written sentences and paragraphs in work-related documents. |
75.00 | Active Listening | Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. |
75.00 | Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
75.00 | Speaking | Talking to others to convey information effectively. |
75.00 | Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. |
75.00 | Instructing | Teaching others how to do something. |
75.00 | Service Orientation | Actively looking for ways to help people. |
72.00 | Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
72.00 | Coordination | Adjusting actions in relation to others' actions. |
68.75 | Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
68.75 | Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
68.75 | Time Management | Managing one's own time and the time of others. |
65.50 | Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
59.50 | Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
56.25 | Persuasion | Persuading others to change their minds or behavior. |
50.00 | Negotiation | Bringing others together and trying to reconcile differences. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Abilities
% | Subject | Description |
---|---|---|
78.00 | Speech Clarity | The ability to speak clearly so others can understand you. |
75.00 | Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
75.00 | Written Comprehension | The ability to read and understand information and ideas presented in writing. |
75.00 | Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
75.00 | Written Expression | The ability to communicate information and ideas in writing so others will understand. |
72.00 | Problem Sensitivity | The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. |
72.00 | Speech Recognition | The ability to identify and understand the speech of another person. |
68.75 | Fluency of Ideas | 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). |
68.75 | Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
68.75 | Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
68.75 | Near Vision | The ability to see details at close range (within a few feet of the observer). |
65.50 | Information Ordering | 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). |
59.50 | Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
59.50 | Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
56.25 | Selective Attention | The ability to concentrate on a task over a period of time without being distracted. |
53.00 | Flexibility of Closure | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
50.00 | Far Vision | The ability to see details at a distance. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Work Activities
% | Subject | Description |
---|---|---|
86.75 | Establishing and Maintaining Interpersonal Relationships | Developing constructive and cooperative working relationships with others, and maintaining them over time. |
84.75 | Organizing, Planning, and Prioritizing Work | Developing specific goals and plans to prioritize, organize, and accomplish your work. |
80.25 | Coaching and Developing Others | Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
79.75 | Training and Teaching Others | Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
77.75 | Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
76.25 | Evaluating Information to Determine Compliance with Standards | Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
76.00 | Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
75.25 | Working with Computers | Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
74.00 | Updating and Using Relevant Knowledge | Keeping up-to-date technically and applying new knowledge to your job. |
74.00 | Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
73.75 | Thinking Creatively | Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
73.00 | Processing Information | Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
73.00 | Scheduling Work and Activities | Scheduling events, programs, and activities, as well as the work of others. |
71.75 | Developing Objectives and Strategies | Establishing long-range objectives and specifying the strategies and actions to achieve them. |
71.25 | Monitoring Processes, Materials, or Surroundings | Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
71.25 | Assisting and Caring for Others | Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
71.00 | Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
70.75 | Interpreting the Meaning of Information for Others | Translating or explaining what information means and how it can be used. |
70.00 | Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
68.75 | Guiding, Directing, and Motivating Subordinates | Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
68.00 | Coordinating the Work and Activities of Others | Getting members of a group to work together to accomplish tasks. |
67.50 | Judging the Qualities of Objects, Services, or People | Assessing the value, importance, or quality of things or people. |
67.00 | Providing Consultation and Advice to Others | Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
65.75 | Resolving Conflicts and Negotiating with Others | Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
65.25 | Analyzing Data or Information | Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
64.00 | Developing and Building Teams | Encouraging and building mutual trust, respect, and cooperation among team members. |
59.50 | Communicating with People Outside the Organization | Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. |
57.25 | Performing for or Working Directly with the Public | Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
54.50 | Performing Administrative Activities | Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Work Styles
% | Subject | Description |
---|---|---|
93.50 | Dependability | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
92.00 | Stress Tolerance | Job requires accepting criticism and dealing calmly and effectively with high-stress situations. |
91.75 | Concern for Others | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
90.50 | Cooperation | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
89.75 | Integrity | Job requires being honest and ethical. |
88.50 | Adaptability/Flexibility | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
88.25 | Self-Control | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
87.50 | Persistence | Job requires persistence in the face of obstacles. |
84.75 | Achievement/Effort | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
84.00 | Attention to Detail | Job requires being careful about detail and thorough in completing work tasks. |
83.75 | Leadership | Job requires a willingness to lead, take charge, and offer opinions and direction. |
83.25 | Initiative | Job requires a willingness to take on responsibilities and challenges. |
82.00 | Social Orientation | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
76.00 | Independence | Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. |
72.50 | Analytical Thinking | Job requires analyzing information and using logic to address work-related issues and problems. |
69.00 | Innovation | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Work Values
% | Subject | Description |
---|---|---|
100.00 | Relationships | Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
77.83 | Achievement | Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. |
72.17 | Independence | Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
66.67 | Working Conditions | Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
55.50 | Recognition | Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
50.00 | Support | Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Work Context
% | Subject | Description |
---|---|---|
99.60 | Electronic Mail | How often do you use electronic mail in this job? |
98.20 | Contact With Others | 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? |
97.20 | Face-to-Face Discussions | How often do you have to have face-to-face discussions with individuals or teams in this job? |
96.80 | Work With Work Group or Team | How important is it to work with others in a group or team in this job? |
92.40 | Indoors, Environmentally Controlled | How often does this job require working indoors in environmentally controlled conditions? |
86.80 | Freedom to Make Decisions | How much decision making freedom, without supervision, does the job offer? |
84.00 | Coordinate or Lead Others | How important is it to coordinate or lead others in accomplishing work activities in this job? |
83.80 | Structured versus Unstructured Work | To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
80.80 | Telephone | How often do you have telephone conversations in this job? |
80.80 | Time Pressure | How often does this job require the worker to meet strict deadlines? |
79.00 | Frequency of Conflict Situations | How often are there conflict situations the employee has to face in this job? |
78.80 | Physical Proximity | To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
76.80 | Frequency of Decision Making | How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
76.60 | Importance of Being Exact or Accurate | How important is being very exact or highly accurate in performing this job? |
74.00 | Deal With External Customers | How important is it to work with external customers or the public in this job? |
72.20 | Letters and Memos | How often does the job require written letters and memos? |
72.00 | Public Speaking | How often do you have to perform public speaking in this job? |
72.00 | Deal With Unpleasant or Angry People | How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? |
70.20 | Impact of Decisions on Co-workers or Company Results | What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? |
65.80 | Responsibility for Outcomes and Results | How responsible is the worker for work outcomes and results of other workers? |
65.80 | Spend Time Standing | How much does this job require standing? |
64.00 | Responsible for Others' Health and Safety | How much responsibility is there for the health and safety of others in this job? |
59.60 | Sounds, Noise Levels Are Distracting or Uncomfortable | How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
59.20 | Level of Competition | To what extent does this job require the worker to compete or to be aware of competitive pressures? |
52.80 | Consequence of Error | How serious would the result usually be if the worker made a mistake that was not readily correctable? |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Job Zone Four: Considerable Preparation Needed
- Overall Experience
- A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
- Job Training
- Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
- Examples
- Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
- Education
- Most of these occupations require a four-year bachelor's degree, but some do not.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Earnings Benefits*
Region | Entry Level | Median | Experienced |
---|---|---|---|
United States | $46,880.00 | $63,560.00 | $80,820.00 |
Virginia | $47,430.00 | $59,950.00 | $83,350.00 |
Region | Entry Level | Median | Experienced |
Alexandria/Arlington | $88,464.33 | $132,348.62 | $137,422.41 |
Bay Consortium | $48,748.32 | $63,918.83 | $76,226.37 |
Capital Region Workforce Partnership | $48,753.51 | $51,826.24 | $64,113.01 |
Central VA/Region2000 | $44,699.46 | $50,755.62 | $63,845.10 |
Crater Area | $46,141.85 | $56,006.99 | $64,408.97 |
Greater Peninsula | $49,320.50 | $54,357.95 | $67,791.15 |
Hampton Roads | $49,913.45 | $61,069.36 | $82,252.41 |
New River/Mt. Rogers | $45,894.70 | $53,130.52 | $61,934.38 |
Northern Virginia | $66,064.23 | $110,241.36 | $118,767.96 |
Piedmont Workforce | $49,106.58 | $58,710.03 | $69,025.85 |
Shenandoah Valley | No Data | No Data | No Data |
South Central | $44,270.59 | $47,320.47 | $56,023.60 |
Southwestern Virginia | $45,035.91 | $53,122.21 | $60,612.45 |
West Piedmont | $47,416.01 | $58,070.36 | $63,540.84 |
Western Virginia | $45,258.14 | $58,305.04 | $82,738.40 |
* Earnings Calculations:
Regional Earnings:
Entry = Annual mean of the lower 1/3 wage distribution;
Experienced = Annual mean of the upper 2/3 wage distribution.
National and State Earnings:
Entry = Annual 10th percentile wage;
Experienced = Annual 75th percentile wage.
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Special Education Teachers, Secondary School
Employment Projections
Current | Projected | % Change | |
---|---|---|---|
United States | 147,200 | 153,400 | +4.2% |
Virginia | No Data | No Data | No Data |
Region | Current* | Projected | % Change |
Alexandria/Arlington | No Data | No Data | No Data |
Bay Consortium | No Data | No Data | No Data |
Capital Region Workforce Partnership | No Data | No Data | No Data |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | No Data | No Data | No Data |
Greater Peninsula | No Data | No Data | No Data |
Hampton Roads | No Data | No Data | No Data |
New River/Mt. Rogers | No Data | No Data | No Data |
Northern Virginia | No Data | No Data | No Data |
Piedmont Workforce | No Data | No Data | No Data |
Shenandoah Valley | No Data | No Data | No Data |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | No Data | No Data | No Data |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Special Education Teachers, Secondary School
Related Occupations
Related Occupations
The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:- Special Education Teachers, Elementary School
- Special Education Teachers, Kindergarten
- Special Education Teachers, Middle School
- Special Education Teachers, Preschool
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- Middle School Teachers, Except Special and Career/Technical Education
- Secondary School Teachers, Except Special and Career/Technical Education
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- Tutors
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Careers in Teaching/Training Pathway:
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- Anthropology and Archeology Teachers, Postsecondary
- Architecture Teachers, Postsecondary
- Area, Ethnic, and Cultural Studies Teachers, Postsecondary
- Art, Drama, and Music Teachers, Postsecondary
- Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
- Biological Science Teachers, Postsecondary
- Business Teachers, Postsecondary
- Career/Technical Education Teachers, Middle School
- Career/Technical Education Teachers, Postsecondary
- Career/Technical Education Teachers, Secondary School
- Chemistry Teachers, Postsecondary
- Coaches and Scouts
- Communications Teachers, Postsecondary
- Computer Science Teachers, Postsecondary
- Criminal Justice and Law Enforcement Teachers, Postsecondary
- Economics Teachers, Postsecondary
- Education Teachers, Postsecondary
- Educational Instruction and Library Workers, All Other
- Elementary School Teachers, Except Special Education
- Engineering Teachers, Postsecondary
- English Language and Literature Teachers, Postsecondary
- Environmental Science Teachers, Postsecondary
- Family and Consumer Sciences Teachers, Postsecondary
- Farm and Home Management Educators
- Foreign Language and Literature Teachers, Postsecondary
- Forestry and Conservation Science Teachers, Postsecondary
- Geography Teachers, Postsecondary
- Health Specialties Teachers, Postsecondary
- History Teachers, Postsecondary
- Kindergarten Teachers, Except Special Education
- Law Teachers, Postsecondary
- Library Science Teachers, Postsecondary
- Mathematical Science Teachers, Postsecondary
- Middle School Teachers, Except Special and Career/Technical Education
- Nursing Instructors and Teachers, Postsecondary
- Philosophy and Religion Teachers, Postsecondary
- Physics Teachers, Postsecondary
- Political Science Teachers, Postsecondary
- Postsecondary Teachers, All Other
- Preschool Teachers, Except Special Education
- Psychology Teachers, Postsecondary
- Recreation and Fitness Studies Teachers, Postsecondary
- Secondary School Teachers, Except Special and Career/Technical Education
- Self-Enrichment Teachers
- Social Sciences Teachers, Postsecondary, All Other
- Social Work Teachers, Postsecondary
- Sociology Teachers, Postsecondary
- Special Education Teachers, All Other
- Special Education Teachers, Elementary School
- Special Education Teachers, Kindergarten
- Special Education Teachers, Middle School
- Special Education Teachers, Preschool
- Special Education Teachers, Secondary School
- Substitute Teachers, Short-Term
- Teachers and Instructors, All Other
- Teaching Assistants, All Other
- Teaching Assistants, Postsecondary
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Teaching Assistants, Special Education
- Tutors
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
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Overview
Occupations
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet28)
Special Education Teachers, Secondary School
Proficiency Ratings
These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Special Education Teachers, Secondary School
Related Schools
- Averett University
- Bluefield University
- George Mason University
- Hampton University
- James Madison University
- Liberty University
- Mary Baldwin University
- Marymount University
- Norfolk State University
- Old Dominion University
- Radford University
- Randolph College
- Regent University
- Shenandoah University
- University of Lynchburg
- University of Virginia-Main Campus
- Virginia Commonwealth University
- Virginia Union University
- William & Mary
The data sources for the information displayed here include: O*NET™. (Using onet28)