| 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: 97 (%) | Description: Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. |
| Importance: 97 (%) | Description: Observe and evaluate students' work to determine progress and make suggestions for improvement. |
| Importance: 97 (%) | Description: Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. |
| Importance: 96 (%) | Description: Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics. |
| Importance: 96 (%) | Description: Adapt teaching methods and instructional materials to meet students' varying needs, abilities, and interests. |
| Importance: 96 (%) | 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: 96 (%) | Description: Attend professional meetings, conferences, and workshops to maintain and improve professional competence. |
| Importance: 96 (%) | Description: Prepare materials and classrooms for class activities. |
| Importance: 95 (%) | Description: Meet with other professionals to discuss individual students' needs and progress. |
| Importance: 95 (%) | Description: Attend staff meetings and serve on committees, as required. |
| Importance: 94 (%) | Description: Use computers, audio-visual aids, and other equipment and materials to supplement presentations. |
| Importance: 94 (%) | Description: Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula. |
| Importance: 93 (%) | Description: Maintain accurate and complete student records as required by laws or administrative policies. |
| Importance: 92 (%) | Description: Assign and grade class work and homework. |
| Importance: 91 (%) | Description: Enforce administration policies and rules governing students. |
| Importance: 90 (%) | Description: Prepare students for further education by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
| Importance: 90 (%) | Description: Prepare reports on students and activities as required by administration. |
| Importance: 88 (%) | Description: Conduct classes, workshops, and demonstrations to teach principles, techniques, or methods in subjects, such as basic English language skills, life skills, and workforce entry skills. |
| Importance: 87 (%) | Description: Establish and enforce rules for behavior and procedures for maintaining order among the students for whom they are responsible. |
| Importance: 87 (%) | Description: Review instructional content, methods, and student evaluations to assess strengths and weaknesses, and to develop recommendations for course revision, development, or elimination. |
| Importance: 85 (%) | Description: Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. |
| Importance: 85 (%) | Description: Select, order, and issue books, materials, and supplies for courses or projects. |
| Importance: 84 (%) | Description: Prepare and administer written, oral, and performance tests and issue grades in accordance with performance. |
| Importance: 82 (%) | Description: Register, orient, and assess new students according to standards and procedures. |
| Importance: 81 (%) | Description: Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
| Importance: 79 (%) | Description: Collaborate with other teachers and professionals in the development of instructional programs. |
| Importance: 79 (%) | Description: Guide and counsel students with adjustment or academic problems or special academic interests. |
| Importance: 78 (%) | Description: Prepare and implement remedial programs for students requiring extra help. |
| Importance: 71 (%) | Description: Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities. |
Athletics and Team Sports Careers and Jobs
Select, Find and Prepare for Athletics and Team Sports Careers and Jobs - all on one page
For people who want to stay involved in sports professionally, whether on the field or in team operations. Use the tools below to see which athletics and team sports roles fit your background and goals.
Careers here split between coaching/instruction roles and the sports-business side (operations, management, scouting). Use the tools below to explore Athletics and Team Sports-related job titles sorted by growth rate, salary, or required education. You can start with entry points like Assistant Coach, or look ahead to advanced roles such as Head Coach or Sports Operations Manager. Along the way, you will see specific certifications, such as Coaching certification (e.g., NFHS or sport-specific), that can help you move up the career ladder.
Here is a short Helper Video 
This page will take you through 4 steps to (1) Select from Athletics and Team Sports careers/jobs, (2) Find Athletics and Team Sports job listings, (3) Prepare for Athletics and Team Sports careers, and (4) Provide Athletics and Team Sports career-specific resources.
Step 1: Select a Career/Job: This page starts with 4 ways for you to identify and select from listings of Athletics and Team Sports careers/jobs:
A) Fastest Growing Athletics and Team Sports Careers - 2023 to 2033 (est.)
These listings are based on job growth estimates and helps you to identify the fastest growing and evolving Athletics and Team Sports careers. Some careers may not initially seem related to Athletics and Team Sports, so relevant Athletics and Team Sports jobs are listed alongside each listing. This can also help us to identify which careers (bottom of the listing) may have negative growth - perhaps due to automation or planned obsolescence.
B) Median Annual Salary U.S. Athletics and Team Sports Careers
These listings are sorted (descending) by median annual salary in the U.S. This may help us to identify our ideal career. We may not qualify at this time for the desired career, but this listing and the results provided can help us to explore job details, as well as learn how to appropriately prepare for the career.
C) Athletics and Team Sports Career Ladders (Educational Requirements)
These listings will help us to identify Athletics and Team Sports careers sorted by educational requirements (with the most difficult to obtain listed first). This may help us to identify career ladders (as we scroll down the list), and help us to get jobs that we qualify for now.
D) Select From a Listing of 88 Athletics and Team Sports Jobs.
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 job titles
2) Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
Once you have identified a job title 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 chosen career. Information may include (not every career choice includes all of the elements below - updates occur quarterly):
Core Duties: Lists the primary worker-related tasks performed in this occupation
Supplemental Duties: Lists additional tasks that are performed but are secondary to the core duties
Work Activities: Summarizes the broad types of behaviors and actions related to this career
Specific Work Activities: Provides more granular day-to-day activities tied to the work performed
Essential Skills: Provides foundational skills that are core to performing this specific occupation
Transferable Skills: Provides career-portable skills that can be applied across multiple occupations and industries
Day-in-the-Life Summaries: Provides a snapshot of the key activities performed on a typical workday in this career
Knowledge Required: Provides the requirements regarding the acquisition of facts and principles
Software Skills: Lists software tools commonly used in this occupation, organized by category and priority
Preparation Required: Provides a summary of the required experience and education
Education Required: Detailed breakdown of the education required
Training and Experience Required: Detailed breakdown of the training and Training and Experience Required
Local Salary Information: Provides national and local salary ranges
Certifications: Provides appropriate government and private-sector certifications and/or credentials that may be required
Professional Associations: Provides professional associations that are related to the career selected
Job Listings: Provides links to active current job listings for the selected career, along with multiple similar job titles to explore. All information appears on this page without navigating away.
Related Careers to Consider: Lists up to 20 careers that might be of interest to you (related to your initial choice - what they do, what they know, and what they're called), ranked by best fit.
** If you clicked on a link from section D (as described in Step 1 above), you will see one or more links to an occupation that is usually a bit more general than your initial job selection - the link(s) is directly related to the specific job you identified through your prior selections.
*NOTE: It is possible that there may not be a career path identified for the specific job you selected in Step 1. If this is the case, scroll up the page and click on a different career/job.
Step 4: Career-Specific Resources (detailed and constantly updated): Continue to scroll down the page and you will find tabs that provide detailed (updated) links 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. Can also assist with coffee chats.
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/Job
18 Athletics and Team Sports careers are listed below (sorted by Percentage Change in Total Job Openings - 2023 to 2033 est.). Athletics and Team Sports-related jobs specific to each career are also provided. This shows which careers are emerging and growing the fastest. Please Scroll and Select below:
| Occupations | U.S. Job Openings 2023-2033 (% change) | Athletics and Team Sports-Related Jobs |
22 Athletics and Team Sports careers are listed below (sorted by U.S. National Median Salary). Athletics and Team Sports-related jobs specific to each occupation are also provided. Please Scroll and Select below::
| Occupations | National Median Salary | Athletics and Team Sports-Related Jobs |
22 Athletics and Team Sports careers are listed (sorted by Education/Preparation Requirements - descending) to provide career ladders. Athletics and Team Sports-related jobs specific to each career are also provided.
|
Education/Preparation Categories: 5 = Usually requires graduate school (e.g., Master's degree, Ph.D., M.D., or J.D.) 4 = Usually requires a four-year Bachelor's degree 3 = Usually requires vocational training, related on-the-job experience, or Associate's degree 2 = Usually requires a high school diploma or GED, but not always Please Scroll and Select below: |
||
| Occupations | Education/Preparation | Athletics and Team Sports-Related Jobs |
Scroll through the picklist (below). There are 88 specific Athletics and Team Sports job titles listed. Select those that may be of interest - you will get active job listing links, along with detailed resources to help you prepare for a career related to that job.
You can use this form two ways:
Filter - As you enter a keyword, you will filter (limit) the list of job titles below
Browse the list (Don't Filter) - You can simply explore the list of job titles. There may be many that you might never have considered to be of interest.
OR - leave blank and scroll through the choices:
Select a Job Title (Scroll and Select) :
Step 2 of 4: Find a Job
Find Job Listings:
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors.
Step 3 of 4: Prepare For a Career
Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
Description: Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.
Please click on a section below to expand and see detailed occupational information related to "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors":
U.S. Total Employment (2023):
48,300U.S. Total Employment (2033 est.):
45,900
Employment Change (2023-2033 est.):
-2,400 (-5%) Average Annual Job Openings (2023-2033 est.):
5,100
Core Duties
Supplemental Duties
| Important Supplemental 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: 57 (%) | Description: Advise students on internships, prospective employers, and job placement services. |
| Importance: 57 (%) | Description: Provide information, guidance, and preparation for the General Equivalency Diploma (GED) examination. |
| Importance: 54 (%) | Description: Select and schedule class times to ensure maximum attendance. |
| Importance: 48 (%) | Description: Participate in publicity planning, community awareness efforts, and student recruitment. |
| Importance: 46 (%) | Description: Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. |
| Importance: 43 (%) | Description: Observe and evaluate the performance of other instructors. |
| Importance: 37 (%) | Description: Confer with leaders of government and community groups to coordinate student training or to find opportunities for students to fulfill curriculum requirements. |
| Importance: 27 (%) | Description: Train and assist tutors and community literacy volunteers. |
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: 82 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 80 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| 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: Training and Teaching Others: Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Importance: 76 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 75 (%) | 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: 74 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 74 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 74 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 73 (%) | 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: 71 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 69 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 67 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 67 (%) | 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. |
| Importance: 67 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 66 (%) | 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: 63 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 63 (%) | 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. |
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. | |
| Assess educational needs of students. | |
| 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 agencies and institutions to coordinate educational matters. | |
| Collaborate with other teaching professionals to develop educational programs. | |
| Create technology-based learning materials. | |
| Develop instructional objectives. | |
| Develop strategies or programs for students with special needs. | |
| Discuss problems or issues with supervisors. | |
| 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 effectiveness of educational programs. | |
| Evaluate performance of educational staff. | |
| Evaluate student work. | |
| Maintain student records. | |
| Modify teaching methods or materials to accommodate student needs. | |
| Monitor student performance. | |
| Order instructional or library materials or equipment. | |
| Perform student enrollment or registration activities. | |
| Plan educational activities. | |
| Plan experiential learning activities. | |
| Prepare reports detailing student activities or performance. | |
| Prepare tests. | |
| Promote educational institutions or programs. | |
| Schedule instructional activities. | |
| Select educational materials or equipment. | |
| Serve on institutional or departmental committees. | |
| Set up classroom materials or equipment. | |
| Teach classes in area of specialization. | |
| Teach life skills. | |
| Train staff members. | |
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: 77 (%) | 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: 69 (%) | 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: 62 (%) | 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. |
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: 62 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 62 (%) | 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: 62 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 62 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 60 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 60 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Importance: 58 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| 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: 71 (%) | Description: Instructing: Teaching others how to do something. |
| Importance: 58 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 56 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| 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: Time Management: Managing one's own time and the time of others. |
| Importance: 52 (%) | 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: Develop educational programs, plans, or procedures. |
| Activity: Develop safety standards, policies, or procedures. |
| Activity: Distribute materials, supplies, or resources. |
| Activity: Evaluate personnel capabilities or performance. |
| Activity: Evaluate programs, practices, or processes. |
| Activity: Maintain current knowledge in area of expertise. |
| Activity: Maintain operational records. |
| Activity: Monitor individual behavior or performance. |
| Activity: Perform administrative or clerical activities. |
| Activity: Prepare informational or instructional materials. |
| Activity: Prepare reports of operational or procedural activities. |
| Activity: Promote products, services, or programs. |
| Activity: Provide support or encouragement to others. |
| Activity: Purchase goods or services. |
| Activity: Schedule operational activities. |
| Activity: Select materials or equipment for operations or projects. |
| Activity: Serve on organizational committees. |
| Activity: Set up classrooms, facilities, educational materials, or equipment. |
| Activity: Teach academic or vocational subjects. |
| Activity: Teach life skills. |
| Activity: Train others on operational or work procedures. |
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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| High-Priority Tech Skills | |||||
| Office suite software: | |||||
| Microsoft Office software | |||||
| Spreadsheet software: | |||||
| Microsoft Excel | |||||
| Emerging Tech Skills | |||||
| Electronic mail software: | |||||
| Microsoft Outlook | |||||
| Enterprise resource planning ERP software: | |||||
| SAP software | |||||
| Graphics or photo imaging software: | |||||
| Adobe Photoshop | |||||
| Office suite software: | |||||
| Google Workspace software | |||||
| Presentation software: | |||||
| Microsoft PowerPoint | |||||
| Video conferencing software: | |||||
| Zoom | |||||
| Web page creation and editing software: | |||||
| Word processing software: | |||||
| Microsoft Word | |||||
| General Software Tools | |||||
| Computer based training software (scroll table below): | |||||
| |||||
| Desktop communications software: | |||||
| Edmodo | |||||
| Desktop publishing software: | |||||
| Microsoft Publisher | |||||
| Internet browser software: | |||||
| Web browser software | |||||
| Multi-media educational software: | |||||
| Edpuzzle Kahoot! | |||||
| Project management software: | |||||
| Google Classroom |
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: 40.8 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 19.8 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 11.4 (%) | Level of Education: High School Diploma - or the equivalent (for example, GED) |
| Frequency of Attainment: 11.4 (%) | Level of Education: Associate's Degree (or other 2-year degree) |
| Frequency of Attainment: 11.4 (%) | 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: 3.3 (%) | Level of Education: Some College Courses |
| Frequency of Attainment: 2.0 (%) | Level of Education: Post-Master's Certificate - awarded for completion of an organized program of study; designed for people who have completed a Master's degree but do not meet the requirements of academic degrees at the doctoral level. |
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: 34.2 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 27.7 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 22.4 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 9.0 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 3.7 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 3.0 (%) | 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
Certifications
| Certifications These are examples of certifications that may be important for this occupation. How can you begin exploring which certifications fit your goals and what steps you would need to take to earn them? |
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AAPPL Rater Certification
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ACTFL Limited Oral Proficiency Interview Certification
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ACTFL Listening Proficiency Test
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ACTFL Oral Proficiency Interview - Computer
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ACTFL Reading Proficiency Test
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ACTFL Writing Proficiency Test
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Citrix Certified Instructor
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Citrix Certified Sales Professional
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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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American Association for Adult and Continuing Education (AAACE)
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Job Listings
| Job Listings and Similar Occupational Titles - scroll and click to identify common requirements, keywords, and skills in current job listings |
Related Careers to Consider
Step 4 of 4: Career-Specific Resources
This section contains detailed external resources appropriate to "Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors". 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): Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
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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