| Important Core Job Duties (in order of importance) For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 100 (%) | Description: Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. |
| Importance: 100 (%) | Description: Prepare reports on students and activities as required by administration. |
| Importance: 100 (%) | Description: Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. |
| Importance: 100 (%) | Description: Select, store, order, issue, inventory, and maintain classroom equipment, materials, and supplies. |
| Importance: 100 (%) | Description: Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. |
| Importance: 100 (%) | Description: Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
| Importance: 100 (%) | Description: Attend staff meetings and serve on committees, as required. |
| Importance: 100 (%) | Description: Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
| Importance: 100 (%) | Description: Prepare, administer, and grade tests and assignments to evaluate students' progress. |
| Importance: 100 (%) | Description: Enforce all administration policies and rules governing students. |
| Importance: 100 (%) | Description: Assign and grade class work and homework. |
| Importance: 100 (%) | Description: Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
| Importance: 100 (%) | Description: Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
| Importance: 100 (%) | Description: Establish and enforce rules for behavior and procedures for maintaining order among students. |
| Importance: 100 (%) | Description: Adapt teaching methods and instructional materials to meet students' varying needs and interests. |
| Importance: 100 (%) | Description: Prepare materials and classrooms for class activities. |
| Importance: 100 (%) | Description: Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. |
| Importance: 100 (%) | Description: Observe and evaluate students' performance, behavior, social development, and physical health. |
| Importance: 100 (%) | Description: Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. |
| Importance: 100 (%) | Description: Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. |
| Importance: 100 (%) | Description: Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. |
| Importance: 100 (%) | Description: Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. |
| Importance: 100 (%) | Description: Meet with other professionals to discuss individual students' needs and progress. |
| Importance: 99 (%) | Description: Guide and counsel students with adjustments, academic problems, or special academic interests. |
| Importance: 99 (%) | Description: Use computers, audio-visual aids, and other equipment and materials to supplement presentations. |
| Importance: 99 (%) | Description: Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. |
| Importance: 96 (%) | Description: Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. |
| Importance: 95 (%) | Description: Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. |
| Importance: 95 (%) | Description: Collaborate with other teachers and administrators in the development, evaluation, and revision of middle school programs. |
| Importance: 91 (%) | Description: Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. |
| Importance: 91 (%) | Description: Prepare and implement remedial programs for students requiring extra help. |
Bachelor Degree Careers and Jobs (jobs after undergraduate degree)
Explore Careers and Jobs Predominantly Filled by Those with a Bachelor's Degree with or without Certificates - All On One Page
Sorted by median annual U.S. salary and including percentage of job holders with Bachelor's Degree.
A bachelor's degree qualifies graduates for a wide range of professional, technical, and management-track careers across nearly every industry. For people who want to compare where a four-year degree can lead before choosing a major or job. Compare careers ranked by salary, review degree-holder and experience percentages, and access preparation resources for each role.
Here is a short Helper Video 
.
This page will take you through 4 steps, relative to an Bachelor's Degree, to (1) Select a career, (2) Find active job listings, (3) Prepare for the career you chose, and (4) Provide web resources specific to the career you chose.
Step 1: Select a Career: You will be presented with a listing of Bachelor's Degree careers. The list may be quite long. There are two ways you might like to use this list:
1) Filter - As you enter a word, you will filter (limit) the list of careers below
2) Browse the list (Don't Filter) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover careers that might be of interest.
Once you have identified a career of interest, simply click on it.
Step 2: Find a Job: After you have selected a career/job title above, you will see a form asking for your location. You will see several radio selection choices to utilize the job search site of your choice.
Step 3: Prepare For a Career: In this section you will gain access to detailed information to help you prepare for the career you selected. Information includes core and supplemental duties, general and specific work activities, knowledge required, essential and transferable skills required, day-in-the-life summaries, knowledge required, software skills required, preparation required, educational requirements, training and work experience required, local salary information, certifications, professional associations, current job listings for the job selected along with multiple similar job titles, and related careers (related to what they do, what they know, and what they're called).
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that will provide detailed (updated) links to occupational information specific to the career you selected. This information includes:
Videos: Provides a listing of video links related to this career. A great way to get a quick overview of the occupation.
Resumes: Sources for resume materials and techniques. This can help to get you started.
Job Description: Sources that provide job descriptions, which are vital to resume and interview preparation.
Interviews: Provides links that can help you to prepare for and successfully complete the job interview.
Step by Step: Provides links to resources that can help to organize the career search process.
LinkedIn: One of the best professional social media sites that provides links, opportunities, and networking specifically for careers and career development.
Step 1 of 4: Select a Career
Leading Books About Bachelor's Degree Jobs
What jobs can you get with a Bachelor's Degree? Scroll through the picklist (below). These are careers related to the Bachelor's Degree level, with at least 30% of job holders having a Bachelor's Degree. - 255 specific careers are listed, with matching jobs currently available. Select those careers that may be of interest - you will then get links to matching active job listings, and detailed resources to help you prepare.
You can use this form two ways:
1) Enter a Keyword - As you enter a keyword, you will filter (limit) the listing to those careers that contain the keyword entered
2) Browse the list (Don't enter a keyword) - You can simply browse the list of careers. There may be many that you might never have considered. This may help you to discover jobs that might be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title - Sorted by Annual Salary -(scroll and Select) :
Legend: Career Title Link / (% having Bachelor's Degree) / (Median Annual U.S. Salary)
Step 2 of 4: Find a Job
Job Listings for: Career/Technical Education Teachers, Middle School.
Step 3 of 4: Prepare For a Career
Prepare for the "Career/Technical Education Teachers, Middle School" Career
The details below will provide a pathway to your specific job goal and help you to identify an appropriate career ladder.
Career/Technical Education Teachers, Middle School
Description: Teach occupational, vocational, career, or technical subjects to students at the middle, intermediate, or junior high school level.
Please click on a section below to expand and see detailed occupational information related to "Career/Technical Education Teachers, Middle School":
U.S. Total Employment (2023):
11,500U.S. Total Employment (2033 est.):
12,400
Employment Change (2023-2033 est.):
900 (7.4%) Average Annual Job Openings (2023-2033 est.):
900
Core Duties
Work Activities
| Important General Work Activities (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 88 (%) | Description: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 86 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 86 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 84 (%) | Description: Communicating with Supervisors, Peers, or Subordinates: Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Importance: 83 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 83 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 83 (%) | Description: Working with Computers: Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Importance: 81 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 80 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 79 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 78 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 78 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 78 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 77 (%) | Description: Coaching and Developing Others: Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Importance: 76 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 74 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 73 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 73 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 73 (%) | Description: Resolving Conflicts and Negotiating with Others: Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Importance: 73 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 72 (%) | Description: 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. |
| Importance: 72 (%) | Description: 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. |
| Importance: 70 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 70 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 69 (%) | Description: Performing Administrative Activities: Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Importance: 68 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 64 (%) | Description: Assisting and Caring for Others: Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Importance: 62 (%) | Description: Providing Consultation and Advice to Others: Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
| Importance: 60 (%) | Description: 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. |
Specific Work Activities
| Important Specific Work Activities
How can you begin to build experience and skill doing these? This will help now, to begin preparing for this type of occupation. Specific Work Activities appear below: |
|
| Administer tests to assess educational needs or progress. | |
| Advise students on academic or career matters. | |
| Apply multiple teaching methods. | |
| Assign class work to students. | |
| Assist students with special educational needs. | |
| Attend training sessions or professional meetings to develop or maintain professional knowledge. | |
| Collaborate with other teaching professionals to develop educational programs. | |
| Coordinate student extracurricular activities. | |
| Create technology-based learning materials. | |
| Develop instructional objectives. | |
| Develop strategies or programs for students with special needs. | |
| Discuss problems or issues with supervisors. | |
| Discuss student progress with parents or guardians. | |
| Distribute instructional or library materials. | |
| Document lesson plans. | |
| Encourage students. | |
| Enforce rules or policies governing student behavior. | |
| Establish rules or policies governing student behavior. | |
| Evaluate student work. | |
| Maintain inventories of materials, equipment, or products. | |
| Maintain student records. | |
| Modify teaching methods or materials to accommodate student needs. | |
| Monitor student behavior, social development, or health. | |
| Monitor student performance. | |
| Order instructional or library materials or equipment. | |
| Plan educational activities. | |
| Plan experiential learning activities. | |
| Prepare reports detailing student activities or performance. | |
| Prepare tests. | |
| Serve on institutional or departmental committees. | |
| Set up classroom materials or equipment. | |
| Supervise school or student activities. | |
| Teach others to use technology or equipment. | |
Knowledge Required
| Knowledge Required (in order of importance)
For the Top 5 most important - How can you build experience and skill doing these? This will help now, to begin preparing for this type of occupation. |
|
| Importance (%) | Description |
| Importance: 87 (%) | Description: English Language: Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar. |
| Importance: 83 (%) | Description: 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. |
| Importance: 73 (%) | Description: 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. |
| Importance: 70 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Importance: 68 (%) | Description: 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. |
| Importance: 67 (%) | Description: 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. |
| Importance: 63 (%) | Description: 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. |
| Importance: 61 (%) | Description: Engineering and Technology: Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
| Importance: 61 (%) | Description: 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. |
Essential Skills
| Essential Skills (in order of importance)
These are the foundational skills most central to success in this occupation. For the Top 5 most important, how can you begin building experience and confidence using these skills now? |
|
| Importance (%) | Description |
| Importance: 68 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 66 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 66 (%) | Description: 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. |
| Importance: 66 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 64 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 64 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Importance: 60 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 58 (%) | Description: Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making. |
Transferable Skills
| Transferable Skills (in order of importance)
These are skills that can transfer across occupations and industries. For the Top 5 most important, how can you strengthen these skills now so they support both this career and future career flexibility? |
|
| Importance (%) | Description |
| Importance: 66 (%) | Description: Instructing: Teaching others how to do something. |
| Importance: 64 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 56 (%) | Description: Coordination: Adjusting actions in relation to others' actions. |
| Importance: 56 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 54 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| Importance: 54 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
Day-in-the-Life Summaries
| Day-in-the-Life Summaries These summaries show the main types of activities you are likely to perform on a regular basis in this occupation. How can you imagine your typical workday — using these examples to see if this type of work fits you? |
| Activity: Advise others on educational or vocational matters. |
| Activity: Assess student capabilities, needs, or performance. |
| Activity: Assign work to others. |
| Activity: Assist individuals with special needs. |
| Activity: Collaborate in the development of educational programs. |
| Activity: Communicate with others about operational plans or activities. |
| Activity: Coordinate group, community, or public activities. |
| Activity: Develop educational programs, plans, or procedures. |
| Activity: Develop safety standards, policies, or procedures. |
| Activity: Distribute materials, supplies, or resources. |
| Activity: Maintain current knowledge in area of expertise. |
| Activity: Maintain operational records. |
| Activity: Monitor individual behavior or performance. |
| Activity: Prepare informational or instructional materials. |
| Activity: Prepare reports of operational or procedural activities. |
| Activity: Provide support or encouragement to others. |
| Activity: Purchase goods or services. |
| Activity: Replenish inventories of materials, equipment, or products. |
| Activity: Serve on organizational committees. |
| Activity: Set up classrooms, facilities, educational materials, or equipment. |
| Activity: Teach academic or vocational subjects. |
| Activity: Train others to use equipment or products. |
Software Skills
|
Software Skills These are examples of software tools commonly used in this occupation, organized from most to least important for your career preparation. How can you start learning or practicing the highest-priority tools so that you feel confident using them on the job? |
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| Emerging Tech Skills | ||||||||
| Analytical or scientific software: | ||||||||
| SAS | ||||||||
| Application server software: | ||||||||
| Docker GitHub Spring Boot | ||||||||
| Business intelligence and data analysis software: | ||||||||
| Tableau | ||||||||
| Cloud-based data access and sharing software: | ||||||||
| Atlassian Confluence | ||||||||
| Cloud-based management software: | ||||||||
| Amazon Web Services AWS CloudFormation Splunk Enterprise | ||||||||
| Configuration management software: | ||||||||
| Puppet | ||||||||
| Customer relationship management CRM software: | ||||||||
| Salesforce software | ||||||||
| Data base management system software (scroll table below): | ||||||||
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| Data base user interface and query software (scroll table below): | ||||||||
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| Development environment software (scroll table below): | ||||||||
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| Electronic mail software: | ||||||||
| Microsoft Outlook | ||||||||
| Enterprise application integration software: | ||||||||
| Extensible markup language XML Jenkins CI | ||||||||
| Enterprise resource planning ERP software: | ||||||||
| Oracle PeopleSoft SAP software | ||||||||
| Expert system software: | ||||||||
| Ansible software | ||||||||
| File versioning software: | ||||||||
| Git | ||||||||
| Object or component oriented development software (scroll table below): | ||||||||
| ||||||||
| Object oriented data base management software: | ||||||||
| PostgreSQL | ||||||||
| Office suite software: | ||||||||
| Microsoft Office software | ||||||||
| Operating system software (scroll table below): | ||||||||
| ||||||||
| Presentation software: | ||||||||
| Microsoft PowerPoint | ||||||||
| Process mapping and design software: | ||||||||
| Microsoft Visio | ||||||||
| Program testing software: | ||||||||
| JUnit Selenium | ||||||||
| Project management software: | ||||||||
| Atlassian JIRA | ||||||||
| Spreadsheet software: | ||||||||
| Microsoft Excel | ||||||||
| Web platform development software (scroll table below): | ||||||||
| ||||||||
| Word processing software: | ||||||||
| Google Docs Microsoft Word | ||||||||
| General Software Tools | ||||||||
| Analytical or scientific software: | ||||||||
| Data visualization software | ||||||||
| Application server software: | ||||||||
| Apache HTTP Server | ||||||||
| Clustering software: | ||||||||
| VMware | ||||||||
| Computer based training software (scroll table below): | ||||||||
| ||||||||
| Development environment software: | ||||||||
| Apache Ant | ||||||||
| Electronic mail software: | ||||||||
| Email software | ||||||||
| Enterprise application integration software: | ||||||||
| Atlassian Bamboo | ||||||||
| Graphical user interface development software: | ||||||||
| Salesforce Visualforce | ||||||||
| Information retrieval or search software: | ||||||||
| DOC Cop iParadigms Turnitin | ||||||||
| Internet browser software: | ||||||||
| Web browser software | ||||||||
| Object or component oriented development software: | ||||||||
| Apache Groovy Apache JMeter Object oriented development environment software Objective C | ||||||||
| Optical character reader OCR or scanning software: | ||||||||
| Image scanning software | ||||||||
| Program testing software: | ||||||||
| Debugging software TestNG | ||||||||
| Storage networking software: | ||||||||
| Amazon Simple Storage Service S3 | ||||||||
| Web platform development software: | ||||||||
| Hypertext preprocessor PHP | ||||||||
| Word processing software: | ||||||||
| Collaborative editing software |
Preparation Required
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone Four: Considerable Preparation Needed |
| 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. |
| Most of these occupations require a four-year bachelor's degree, but some do not. |
| Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. |
| 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 Required
| Education Required - by frequency of educational attainment This shows you details about the level of education most commonly held by workers in this occupation. How can you begin planning the educational pathway that will prepare you best for this type of work? |
|
| Frequency of Attainment (%) | Level of Education |
| Frequency of Attainment: 64.9 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 18.8 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 15.7 (%) | Level of Education: 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. |
| Frequency of Attainment: 0.6 (%) | Level of Education: Post-Secondary Certificate - awarded for training completed after high school (for example, in agriculture or natural resources, computer services, personal or culinary services, engineering technologies, healthcare, construction trades, mechanic and repair technologies, or precision production) |
Training and Experience Required
| Training and Experience Required - by frequency of training and work experience attainment This section shows you how often different types of training and work experience are required for this occupation. How can you start gaining the kinds of experience and training that are most common for this type of work? |
|
| Frequency of Attainment (%) | Level of Training and Work Experience |
| Frequency of Attainment: 25.2 (%) | Level of Training and Work Experience: Over 3 months, up to and including 6 months |
| Frequency of Attainment: 23.2 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 16.1 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 15.2 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 9.7 (%) | Level of Training and Work Experience: Over 6 years, up to and including 8 years |
| Frequency of Attainment: 4.1 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 3.8 (%) | Level of Training and Work Experience: Up to and including 1 month |
| Frequency of Attainment: 2.2 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 0.6 (%) | Level of Training and Work Experience: Over 1 month, up to and including 3 months |
Local Salary Information
Select a State (scroll and Select) :
Please select a State to see State and National Salaries
Professional Associations
| Professional Associations These associations connect people who work in this occupation or related fields. How can you start using these associations to learn more, build your network, or find mentoring opportunities? |
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Journalism Education Association
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Job Listings
Related Careers to Consider
Step 4 of 4: Career-Specific Resources (detailed and constantly updated)
This section contains detailed resources appropriate to "Career/Technical Education Teachers, Middle School". Explore these resources to start learning more. Links are constantly updated, so bookmark this page.
Videos
Here is a listing of videos related to this career. A great way to get a quick overview of the occupation.
Resumes
Here are resources that allow you to see example resumes for this occupation. It may be helpful to see examples from others who have this type of experience.
Job Description
Here are resources that provide job descriptions, which are vital for resume and interview preparation.
Interviews
There are many great resources that can help guide you through the interview process. These links provide help in preparing and performing an effective interview, specific to this occupation.
Step-by-Step
Here are links to help guide you, step-by-step, to become a(n): Career/Technical Education Teachers, Middle School
LinkedIn®
Here are links to various posts and groups from LinkedIn ® that relate to this occupation. Great way to start building professional contacts in the field that might be most appropriate for you.
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