| 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: Keep informed about trends in education and subject matter specialties. |
| Importance: 100 (%) | Description: Prepare materials and classroom for class activities. |
| Importance: 100 (%) | Description: Observe and evaluate students' performance, behavior, social development, and physical health. |
| Importance: 100 (%) | Description: Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. |
| Importance: 100 (%) | Description: Attend staff meetings and serve on committees, as required. |
| Importance: 100 (%) | Description: Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
| Importance: 100 (%) | Description: Use computers, audio-visual aids, and other equipment and materials to supplement presentations. |
| Importance: 100 (%) | Description: Guide and counsel students with adjustments, academic problems, or special academic interests. |
| Importance: 100 (%) | Description: Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. |
| Importance: 100 (%) | Description: Prepare, administer, and grade tests and assignments to evaluate students' progress. |
| 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: Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
| Importance: 100 (%) | Description: Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. |
| Importance: 100 (%) | Description: Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
| Importance: 100 (%) | Description: Meet with other professionals to discuss individual students' needs and progress. |
| 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: 99 (%) | Description: Instruct students in the knowledge and skills required in a specific occupation or occupational field, using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop, and field studies. |
| Importance: 99 (%) | Description: Maintain accurate and complete student records as required by law, district policy, and administrative regulations. |
| Importance: 98 (%) | Description: Assign and grade class work and homework. |
| Importance: 98 (%) | Description: Establish and enforce rules for behavior and procedures for maintaining order among students. |
| Importance: 98 (%) | Description: Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. |
| Importance: 98 (%) | Description: Enforce all administration policies and rules governing students. |
| Importance: 98 (%) | Description: Select, order, store, issue, and inventory classroom equipment, materials, and supplies. |
| Importance: 98 (%) | 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: 97 (%) | Description: Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. |
| Importance: 95 (%) | Description: Prepare reports on students and activities as required by administration. |
| Importance: 94 (%) | Description: Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. |
| Importance: 93 (%) | Description: Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. |
| Importance: 87 (%) | Description: Prepare and implement remedial programs for students requiring extra help. |
| Importance: 83 (%) | Description: Place students in jobs, or make referrals to job placement services. |
| Importance: 82 (%) | Description: Plan and supervise work-experience programs in businesses, industrial shops, and school laboratories. |
| Importance: 78 (%) | Description: Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. |
Baking and Pastry Careers and Jobs
Select, Find and Prepare for Baking and Pastry Careers and Jobs - all on one page
For culinary-minded people who want to specialize specifically in baking and pastry rather than general kitchen work. Use the tools below to see which baking and pastry roles fit your background and goals.
This is a specialized culinary track distinct from general culinary arts, focused specifically on baking science and pastry technique. Use the tools below to explore Baking and Pastry-related job titles sorted by growth rate, salary, or required education. You can start with entry points like Pastry Assistant, or look ahead to advanced roles such as Executive Pastry Chef or Product Development Chef. Along the way, you will see specific certifications, such as ServSafe Certification, 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 Baking and Pastry careers/jobs, (2) Find Baking and Pastry job listings, (3) Prepare for Baking and Pastry careers, and (4) Provide Baking and Pastry career-specific resources.
Step 1: Select a Career/Job: This page starts with 4 ways for you to identify and select from listings of Baking and Pastry careers/jobs:
A) Fastest Growing Baking and Pastry Careers - 2023 to 2033 (est.)
These listings are based on job growth estimates and helps you to identify the fastest growing and evolving Baking and Pastry careers. Some careers may not initially seem related to Baking and Pastry, so relevant Baking and Pastry 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. Baking and Pastry 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) Baking and Pastry Career Ladders (Educational Requirements)
These listings will help us to identify Baking and Pastry 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 200 Baking and Pastry 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
50 Baking and Pastry careers are listed below (sorted by Percentage Change in Total Job Openings - 2023 to 2033 est.). Baking and Pastry-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) | Baking and Pastry-Related Jobs |
52 Baking and Pastry careers are listed below (sorted by U.S. National Median Salary). Baking and Pastry-related jobs specific to each occupation are also provided. Please Scroll and Select below::
| Occupations | National Median Salary | Baking and Pastry-Related Jobs |
52 Baking and Pastry careers are listed (sorted by Education/Preparation Requirements - descending) to provide career ladders. Baking and Pastry-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 | Baking and Pastry-Related Jobs |
Scroll through the picklist (below). There are 200 specific Baking and Pastry 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:
Career/Technical Education Teachers, Secondary School.
Step 3 of 4: Prepare For a Career
Career/Technical Education Teachers, Secondary School
Description: Teach occupational, vocational, career, or technical subjects to students at the secondary school level.
Please click on a section below to expand and see detailed occupational information related to "Career/Technical Education Teachers, Secondary School":
U.S. Total Employment (2023):
72,300U.S. Total Employment (2033 est.):
77,500
Employment Change (2023-2033 est.):
5,100 (7.1%) Average Annual Job Openings (2023-2033 est.):
5,500
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: 84 (%) | Description: Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. |
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: 95 (%) | 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: 90 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Importance: 90 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 90 (%) | 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: 89 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 88 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 88 (%) | 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: 88 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 87 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 86 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 84 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 84 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 83 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 82 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 82 (%) | 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: 82 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 81 (%) | 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: 81 (%) | 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: 81 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 81 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 79 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 79 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 77 (%) | Description: Resolving Conflicts and Negotiating with Others: Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Importance: 76 (%) | Description: Inspecting Equipment, Structures, or Materials: Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. |
| Importance: 76 (%) | 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: 75 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 75 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 74 (%) | 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: 74 (%) | 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: 69 (%) | Description: Monitoring and Controlling Resources: Monitoring and controlling resources and overseeing the spending of money. |
| Importance: 69 (%) | Description: Handling and Moving Objects: Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. |
| Importance: 69 (%) | Description: Controlling Machines and Processes: Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). |
| Importance: 67 (%) | Description: Performing General Physical Activities: Performing general physical activities includes doing activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling materials. |
| Importance: 66 (%) | Description: Repairing and Maintaining Mechanical Equipment: Servicing, repairing, adjusting, and testing machines, devices, moving parts, and equipment that operate primarily on the basis of mechanical (not electronic) principles. |
| Importance: 65 (%) | Description: Performing Administrative Activities: Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Importance: 63 (%) | Description: Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment: Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used. |
| Importance: 62 (%) | Description: Estimating the Quantifiable Characteristics of Products, Events, or Information: Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. |
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. | |
| Encourage students. | |
| Enforce rules or policies governing student behavior. | |
| Establish rules or policies governing student behavior. | |
| Evaluate student work. | |
| Maintain student records. | |
| Monitor student behavior, social development, or health. | |
| 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. | |
| Select educational materials or equipment. | |
| Serve on institutional or departmental committees. | |
| Set up classroom materials or equipment. | |
| Stay informed about current developments in field of specialization. | |
| Supervise school or student activities. | |
| Supervise student research or internship work. | |
| Teach others to use technology or equipment. | |
| Teach vocational courses. | |
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: 88 (%) | 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: 79 (%) | 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: 74 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| 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: 64 (%) | 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. |
| Importance: 64 (%) | 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: 61 (%) | Description: Mathematics: Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Importance: 61 (%) | 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. |
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: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 68 (%) | 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: 68 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 68 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 66 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 66 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 66 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
| Importance: 64 (%) | 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: 75 (%) | Description: Instructing: Teaching others how to do something. |
| Importance: 66 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 64 (%) | Description: Coordination: Adjusting actions in relation to others' actions. |
| Importance: 62 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| Importance: 62 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Importance: 62 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 60 (%) | Description: Time Management: Managing one's own time and the time of others. |
| Importance: 52 (%) | Description: Persuasion: Persuading others to change their minds or behavior. |
| Importance: 52 (%) | Description: Negotiation: Bringing others together and trying to reconcile differences. |
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: Perform administrative or clerical activities. |
| 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: Select materials or equipment for operations or projects. |
| Activity: Serve on organizational committees. |
| Activity: Set up classrooms, facilities, educational materials, or equipment. |
| Activity: Supervise personnel activities. |
| 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? |
||||||
| Emerging Tech Skills | ||||||
| Computer aided design CAD software: | ||||||
| Autodesk AutoCAD Civil 3D | ||||||
| Electronic mail software: | ||||||
| Microsoft Outlook | ||||||
| Office suite software: | ||||||
| Microsoft Office software | ||||||
| Presentation software: | ||||||
| Microsoft PowerPoint | ||||||
| Spreadsheet software: | ||||||
| Microsoft Excel | ||||||
| Word processing software: | ||||||
| Google Docs Microsoft Word | ||||||
| General Software Tools | ||||||
| Computer based training software (scroll table below): | ||||||
| ||||||
| Desktop communications software: | ||||||
| Edmodo | ||||||
| Electronic mail software: | ||||||
| Email software | ||||||
| Information retrieval or search software: | ||||||
| DOC Cop iParadigms Turnitin | ||||||
| Internet browser software: | ||||||
| Web browser software | ||||||
| Multi-media educational software: | ||||||
| Edpuzzle Kahoot! | ||||||
| Optical character reader OCR or scanning software: | ||||||
| Image scanning software | ||||||
| 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: 40.1 (%) | Level of Education: Bachelor's Degree |
| Frequency of Attainment: 22.6 (%) | Level of Education: Master's Degree |
| Frequency of Attainment: 13.1 (%) | Level of Education: Associate's Degree (or other 2-year degree) |
| Frequency of Attainment: 8.1 (%) | 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) |
| Frequency of Attainment: 7.4 (%) | Level of Education: High School Diploma - or the equivalent (for example, GED) |
| Frequency of Attainment: 4.3 (%) | 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: 4.1 (%) | Level of Education: Some College Courses |
| Frequency of Attainment: 0.3 (%) | Level of Education: 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. |
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: 22.0 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 19.1 (%) | Level of Training and Work Experience: Over 6 years, up to and including 8 years |
| Frequency of Attainment: 16.2 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 12.8 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 9.2 (%) | Level of Training and Work Experience: Over 3 months, up to and including 6 months |
| Frequency of Attainment: 6.6 (%) | Level of Training and Work Experience: Over 10 years |
| Frequency of Attainment: 5.8 (%) | Level of Training and Work Experience: Over 6 months, up to and including 1 year |
| Frequency of Attainment: 4.8 (%) | Level of Training and Work Experience: Over 8 years, up to and including 10 years |
| Frequency of Attainment: 3.3 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 0.3 (%) | 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? |
|
|
|
|
Certified Journalism Educator
| |
|
Master Journalism Educator
| |
|
Microsoft Certified Educator
| |
|
NJROTC Instructor Certification
| |
|
Praxis Subject Assessment: Agriculture (5701)
| |
|
Praxis Subject Assessment: Business Education: Content Knowledge (5101)
| |
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 "Career/Technical Education Teachers, Secondary 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, Secondary 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.
Developed by Dr. Ralph Jagodka, Ed.D., Professor Emeritus of Business Management at Mt. San Antonio College and author of the Harvard Business Impact article "What to Do When Students Ask You for Career Advice." - Full bio. © 2026 About This Page
© 2026 - Disclaimer - Privacy