| 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: Set educational standards and goals, and help establish policies and procedures to carry them out. |
| Importance: 95 (%) | Description: Confer with parents and staff to discuss educational activities, policies, and student behavior or learning problems. |
| Importance: 95 (%) | Description: Plan and lead professional development activities for teachers, administrators, and support staff. |
| Importance: 92 (%) | Description: Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions. |
| Importance: 92 (%) | Description: Create school improvement plans, using student performance data. |
| Importance: 92 (%) | Description: Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure compliance with federal, state, and local regulations. |
| Importance: 92 (%) | Description: Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives. |
| Importance: 91 (%) | Description: Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques and to determine areas for improvement. |
| Importance: 90 (%) | Description: Plan and develop instructional methods and content for educational, vocational, or student activity programs. |
| Importance: 88 (%) | Description: Recruit, hire, train, and evaluate primary and supplemental staff. |
| Importance: 87 (%) | Description: Prepare, maintain, or oversee the preparation and maintenance of attendance, activity, planning, or personnel reports and records. |
| Importance: 87 (%) | Description: Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements. |
| Importance: 86 (%) | Description: Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. |
| Importance: 84 (%) | Description: Enforce discipline and attendance rules. |
| Importance: 84 (%) | Description: Determine allocations of funds for staff, supplies, materials, and equipment, and authorize purchases. |
| Importance: 83 (%) | Description: Prepare and submit budget requests and recommendations, or grant proposals to solicit program funding. |
| Importance: 82 (%) | Description: Recommend personnel actions related to programs and services. |
| Importance: 81 (%) | Description: Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district. |
| Importance: 79 (%) | Description: Review and approve new programs, or recommend modifications to existing programs, submitting program proposals for school board approval as necessary. |
| Importance: 79 (%) | Description: Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs. |
| Importance: 78 (%) | Description: Write articles, manuals, and other publications, and assist in the distribution of promotional literature about facilities and programs. |
| Importance: 73 (%) | Description: Teach classes or courses to students. |
| Importance: 72 (%) | Description: Coordinate and direct extracurricular activities and programs, such as after-school events and athletic contests. |
| Importance: 70 (%) | Description: Meet with federal, state, and local agencies to stay abreast of policies and to discuss improvements for education programs. |
History Careers and Jobs
Select, Find and Prepare for History Careers and Jobs - all on one page
For people who love research and writing and want flexibility across education, museums, law, or policy. Use the tools below to see which history roles fit your background and goals.
Like other humanities majors, history's value lies in transferable research and analytical-writing skills rather than one dedicated job title. Use the tools below to explore History-related job titles sorted by growth rate, salary, or required education. You can start with entry points like Archive Assistant, or look ahead to advanced roles such as Museum Curator or Historian/Archivist. Along the way, you will see specific certifications, such as Certified Archivist (CA), 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 History careers/jobs, (2) Find History job listings, (3) Prepare for History careers, and (4) Provide History career-specific resources.
Step 1: Select a Career/Job: This page starts with 4 ways for you to identify and select from listings of History careers/jobs:
A) Fastest Growing History Careers - 2025 to 2035 (est.)
These listings are based on job growth estimates and helps you to identify the fastest growing and evolving History careers. Some careers may not initially seem related to History, so relevant History 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. History 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) History Career Ladders (Educational Requirements)
These listings will help us to identify History 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 33 History 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
7 History careers are listed below (sorted by Percentage Change in Total Job Openings - 2025 to 2035 est.). History-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 2025-2035 (% change) | History-Related Jobs |
7 History careers are listed below (sorted by U.S. National Median Salary). History-related jobs specific to each occupation are also provided. Please Scroll and Select below::
| Occupations | National Median Salary | History-Related Jobs |
8 History careers are listed (sorted by Education/Preparation Requirements - descending) to provide career ladders. History-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 | History-Related Jobs |
Scroll through the picklist (below). There are 33 specific History 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:
Education Administrators, Kindergarten through Secondary.
Step 3 of 4: Prepare For a Career
Education Administrators, Kindergarten through Secondary
Description: Plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools.
Please click on a section below to expand and see detailed occupational information related to "Education Administrators, Kindergarten through Secondary":
U.S. Total Employment (2025):
343,800U.S. Total Employment (2035 est.):
342,700
Employment Change (2025-2035 est.):
-1,200 (-0.3%) Average Annual Job Openings (2025-2035 est.):
20,600
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: 66 (%) | Description: Review and interpret government codes, and develop programs to ensure adherence to codes and facility safety, security, and maintenance. |
| Importance: 63 (%) | Description: Collect and analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum change needs. |
| Importance: 61 (%) | Description: Advocate for new schools to be built, or for existing facilities to be repaired or remodeled. |
| Importance: 57 (%) | Description: Establish, coordinate, and oversee particular programs across school districts, such as programs to evaluate student academic achievement. |
| Importance: 55 (%) | Description: Plan, coordinate, and oversee school logistics programs, such as bus and food services. |
| Importance: 52 (%) | Description: Direct and coordinate school maintenance services and the use of school facilities. |
| Importance: 50 (%) | Description: Develop partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs. |
| Importance: 46 (%) | Description: Mentor and support administrative staff members, such as superintendents and principals. |
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: 97 (%) | Description: Establishing and Maintaining Interpersonal Relationships: Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Importance: 94 (%) | 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: 93 (%) | 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: 91 (%) | Description: Making Decisions and Solving Problems: Analyzing information and evaluating results to choose the best solution and solve problems. |
| Importance: 91 (%) | Description: Developing and Building Teams: Encouraging and building mutual trust, respect, and cooperation among team members. |
| Importance: 89 (%) | Description: Organizing, Planning, and Prioritizing Work: Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Importance: 89 (%) | 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: 88 (%) | 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: 88 (%) | Description: Getting Information: Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Importance: 87 (%) | Description: Resolving Conflicts and Negotiating with Others: Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Importance: 86 (%) | Description: Coordinating the Work and Activities of Others: Getting members of a group to work together to accomplish tasks. |
| Importance: 83 (%) | 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: 83 (%) | 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: 82 (%) | Description: Thinking Creatively: Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| 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: 81 (%) | Description: Performing Administrative Activities: Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
| Importance: 81 (%) | Description: Processing Information: Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Importance: 80 (%) | Description: Updating and Using Relevant Knowledge: Keeping up-to-date technically and applying new knowledge to your job. |
| Importance: 80 (%) | Description: Monitoring Processes, Materials, or Surroundings: Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
| Importance: 80 (%) | Description: Staffing Organizational Units: Recruiting, interviewing, selecting, hiring, and promoting employees in an organization. |
| Importance: 79 (%) | Description: Analyzing Data or Information: Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Importance: 79 (%) | Description: Guiding, Directing, and Motivating Subordinates: Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
| Importance: 78 (%) | Description: Developing Objectives and Strategies: Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Importance: 77 (%) | Description: Documenting/Recording Information: Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
| Importance: 77 (%) | Description: Judging the Qualities of Objects, Services, or People: Assessing the value, importance, or quality of things or people. |
| Importance: 76 (%) | 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: 75 (%) | Description: Identifying Objects, Actions, and Events: Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
| Importance: 74 (%) | Description: Interpreting the Meaning of Information for Others: Translating or explaining what information means and how it can be used. |
| Importance: 72 (%) | Description: Scheduling Work and Activities: Scheduling events, programs, and activities, as well as the work of others. |
| Importance: 71 (%) | 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: 71 (%) | Description: Monitoring and Controlling Resources: Monitoring and controlling resources and overseeing the spending of money. |
| Importance: 68 (%) | Description: Selling or Influencing Others: Convincing others to buy merchandise/goods or to otherwise change their minds or actions. |
| Importance: 60 (%) | 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: |
|
| Advise others on business or operational matters. | |
| Advise others on career or personal development. | |
| Analyze data to inform operational decisions or activities. | |
| Analyze forecasting data to improve business decisions. | |
| Approve expenditures. | |
| Collaborate with other professionals to develop education or assistance programs. | |
| Conduct employee training programs. | |
| Conduct opinion surveys or needs assessments. | |
| Coordinate operational activities with external stakeholders. | |
| Coordinate special events or programs. | |
| Determine operational compliance with regulations or standards. | |
| Develop educational goals, standards, policies, or procedures. | |
| Develop operating strategies, plans, or procedures. | |
| Develop organizational policies or programs. | |
| Develop promotional materials. | |
| Develop safety standards, policies, or procedures. | |
| Direct facility maintenance or repair activities. | |
| Direct organizational operations, projects, or services. | |
| Establish interpersonal business relationships to facilitate work activities. | |
| Evaluate program effectiveness. | |
| Evaluate student work. | |
| Hire personnel. | |
| Maintain knowledge of current developments in area of expertise. | |
| Maintain personnel records. | |
| Manage outreach activities. | |
| Perform human resources activities. | |
| Prepare financial documents, reports, or budgets. | |
| Prepare forms or applications. | |
| Prepare operational budgets. | |
| Prepare operational progress or status reports. | |
| Prepare proposals or grant applications to obtain project funding. | |
| Promote products, services, or programs. | |
| Recommend organizational process or policy changes. | |
| Recruit personnel. | |
| Schedule activities or facility use. | |
| Serve on institutional or departmental committees. | |
| Supervise employees. | |
| Support the professional development of others. | |
| Teach classes in area of specialization. | |
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: 90 (%) | 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: 82 (%) | 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: 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: 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: 65 (%) | 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: 65 (%) | 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: 64 (%) | Description: Personnel and Human Resources: Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
| Importance: 63 (%) | Description: Mathematics: Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| Importance: 62 (%) | 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: 62 (%) | Description: Computers and Electronics: Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Importance: 61 (%) | Description: Therapy and Counseling: Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
| Importance: 60 (%) | Description: Communications and Media: Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
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: 81 (%) | 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: 81 (%) | Description: Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Importance: 79 (%) | Description: Reading Comprehension: Understanding written sentences and paragraphs in work-related documents. |
| Importance: 79 (%) | Description: Speaking: Talking to others to convey information effectively. |
| Importance: 77 (%) | Description: Writing: Communicating effectively in writing as appropriate for the needs of the audience. |
| Importance: 77 (%) | Description: Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
| Importance: 66 (%) | Description: Active Learning: Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Importance: 66 (%) | Description: Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
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: 79 (%) | Description: Judgment and Decision Making: Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
| Importance: 68 (%) | Description: Management of Personnel Resources: Motivating, developing, and directing people as they work, identifying the best people for the job. |
| Importance: 66 (%) | Description: Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do. |
| Importance: 66 (%) | Description: Complex Problem Solving: Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Importance: 66 (%) | Description: Systems Evaluation: Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
| Importance: 64 (%) | Description: Coordination: Adjusting actions in relation to others' actions. |
| Importance: 64 (%) | Description: Persuasion: Persuading others to change their minds or behavior. |
| Importance: 64 (%) | Description: Negotiation: Bringing others together and trying to reconcile differences. |
| Importance: 64 (%) | Description: Instructing: Teaching others how to do something. |
| Importance: 64 (%) | Description: Service Orientation: Actively looking for ways to help people. |
| Importance: 64 (%) | Description: Time Management: Managing one's own time and the time of others. |
| Importance: 62 (%) | Description: Systems Analysis: Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
| Importance: 62 (%) | Description: Management of Financial Resources: Determining how money will be spent to get the work done, and accounting for these expenditures. |
| Importance: 56 (%) | Description: Management of Material Resources: Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. |
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 business or operational matters. |
| Activity: Advise others on educational or vocational matters. |
| Activity: Analyze data to improve operations. |
| Activity: Assess student capabilities, needs, or performance. |
| Activity: Authorize business activities or transactions. |
| Activity: Collaborate in the development of educational programs. |
| Activity: Collect data about consumer needs or opinions. |
| Activity: Coordinate activities with clients, agencies, or organizations. |
| Activity: Coordinate group, community, or public activities. |
| Activity: Develop educational programs, plans, or procedures. |
| Activity: Develop marketing or promotional materials. |
| Activity: Develop organizational policies, systems, or processes. |
| Activity: Develop professional relationships or networks. |
| Activity: Develop safety standards, policies, or procedures. |
| Activity: Direct organizational operations, activities, or procedures. |
| Activity: Evaluate programs, practices, or processes. |
| Activity: Maintain current knowledge in area of expertise. |
| Activity: Maintain operational records. |
| Activity: Manage budgets or finances. |
| Activity: Monitor operations to ensure compliance with regulations or standards. |
| Activity: Perform human resources activities. |
| Activity: Perform recruiting or hiring activities. |
| Activity: Prepare documentation for contracts, applications, or permits. |
| Activity: Prepare financial documents, reports, or budgets. |
| Activity: Prepare proposals or grant applications. |
| Activity: Prepare reports of operational or procedural activities. |
| Activity: Prepare schedules for services or facilities. |
| Activity: Promote products, services, or programs. |
| Activity: Provide support or encouragement to others. |
| Activity: Serve on organizational committees. |
| Activity: Supervise personnel activities. |
| Activity: Teach academic or vocational subjects. |
| 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? |
||||||||||||||||||
| High-Priority Tech Skills | ||||||||||||||||||
| Office suite software: | ||||||||||||||||||
| Microsoft Office software | ||||||||||||||||||
| Spreadsheet software: | ||||||||||||||||||
| Microsoft Excel | ||||||||||||||||||
| Widely Used Tech Skills | ||||||||||||||||||
| Data base user interface and query software: | ||||||||||||||||||
| Student information systems SIS software | ||||||||||||||||||
| Emerging Tech Skills | ||||||||||||||||||
| Analytical or scientific software: | ||||||||||||||||||
| IBM SPSS Statistics SAS The MathWorks MATLAB | ||||||||||||||||||
| Data base management system software: | ||||||||||||||||||
| Apache Cassandra | ||||||||||||||||||
| Data base user interface and query software: | ||||||||||||||||||
| Microsoft Access | ||||||||||||||||||
| Document management software: | ||||||||||||||||||
| Microsoft SharePoint | ||||||||||||||||||
| Electronic mail software: | ||||||||||||||||||
| Microsoft Outlook | ||||||||||||||||||
| Presentation software: | ||||||||||||||||||
| Microsoft PowerPoint | ||||||||||||||||||
| Word processing software: | ||||||||||||||||||
| Microsoft Word | ||||||||||||||||||
| General Software Tools | ||||||||||||||||||
| Analytical or scientific software: | ||||||||||||||||||
| Desmos Geogebra Minitab StataCorp Stata | ||||||||||||||||||
| Calendar and scheduling software: | ||||||||||||||||||
| Google Calendar Scheduling software | ||||||||||||||||||
| Cloud-based data access and sharing software: | ||||||||||||||||||
| Google Drive | ||||||||||||||||||
| Communications server software: | ||||||||||||||||||
| IBM Domino | ||||||||||||||||||
| Computer based training software: | ||||||||||||||||||
| Common Curriculum Edulastic Rethink Ed Schoology | ||||||||||||||||||
| Data base user interface and query software (scroll table below): | ||||||||||||||||||
| ||||||||||||||||||
| Desktop communications software: | ||||||||||||||||||
| Bloomz ParentSquare | ||||||||||||||||||
| Desktop publishing software: | ||||||||||||||||||
| Microsoft Publisher | ||||||||||||||||||
| Electronic mail software: | ||||||||||||||||||
| Google Gmail | ||||||||||||||||||
| Enterprise resource planning ERP software (scroll table below): | ||||||||||||||||||
| ||||||||||||||||||
| Human resources software: | ||||||||||||||||||
| Human resource management software HRMS | ||||||||||||||||||
| Internet browser software: | ||||||||||||||||||
| Web browser software | ||||||||||||||||||
| Mobile messaging service software: | ||||||||||||||||||
| Intrado SchoolMessenger | ||||||||||||||||||
| Multi-media educational software: | ||||||||||||||||||
| Nearpod Seesaw | ||||||||||||||||||
| Project management software: | ||||||||||||||||||
| Google Classroom |
Preparation Required
| Preparation Required - How much preparation is needed to obtain this type of job? |
| Job Zone Five: Extensive Preparation Needed |
| Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. |
| Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). |
| Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. |
| These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, physician assistants, and veterinarians. |
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: 36.0 (%) | Level of Training and Work Experience: Over 2 years, up to and including 4 years |
| Frequency of Attainment: 26.5 (%) | Level of Training and Work Experience: Over 8 years, up to and including 10 years |
| Frequency of Attainment: 9.1 (%) | Level of Training and Work Experience: None |
| Frequency of Attainment: 9.1 (%) | Level of Training and Work Experience: Up to and including 1 month |
| Frequency of Attainment: 7.5 (%) | Level of Training and Work Experience: Over 4 years, up to and including 6 years |
| Frequency of Attainment: 4.1 (%) | Level of Training and Work Experience: Over 6 years, up to and including 8 years |
| Frequency of Attainment: 4.0 (%) | Level of Training and Work Experience: Over 1 year, up to and including 2 years |
| Frequency of Attainment: 3.6 (%) | Level of Training and Work Experience: Over 10 years |
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 Administrator of School Finance and Operations
| |
|
Director of Pupil Transportation
| |
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? |
|
|
|
|
|
American Association of School Administrators
| |
|
American Association of School Administrators (AASA)
| |
|
American Association of School Personnel Administrators (AASPA)
| |
|
Association of Early Childhood Teacher Educators (NAECTE)
| |
|
Council of the Great City Schools (CGCS)
| |
|
National Alliance of Black School Educators (NABSE)
| |
|
National Association of Elementary School Principals (NAESP)
| |
|
National Association of Independent Schools (NAIS)
| |
|
National Association of Secondary School Principals
| |
|
National Association of State Directors of Special Education
| |
|
National High School Association (NHSA)
| |
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 "Education Administrators, Kindergarten through Secondary". 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): Education Administrators, Kindergarten through Secondary
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