| ||||
Summary Job Description | Tasks | |||
Teach occupational, career and technical, or vocational subjects at the secondary school level in public or private schools. | Prepare materials and classroom for class activities. | |||
| ||||
Maintain accurate and complete student records as required by law, district policy, and administrative regulations. | ||||
| ||||
Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations. | ||||
| ||||
Establish and enforce rules for behavior and procedures for maintaining order among students. | ||||
| ||||
Observe and evaluate students' performance, behavior, social development, and physical health. | ||||
| ||||
Instruct and monitor students in the use and care of equipment and materials to prevent injury and damage. | ||||
| ||||
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | ||||
| ||||
Prepare, administer, and grade tests and assignments to evaluate students' progress. | ||||
| ||||
Enforce all administration policies and rules governing students. | ||||
| ||||
Assign and grade class work and homework. | ||||
| ||||
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. | ||||
| ||||
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | ||||
| ||||
Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | ||||
| ||||
Plan and supervise work-experience programs in businesses, industrial shops, and school laboratories. | ||||
| ||||
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | ||||
| ||||
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | ||||
| ||||
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | ||||
| ||||
Guide and counsel students with adjustment or academic problems, or special academic interests. | ||||
| ||||
Select, order, store, issue, and inventory classroom equipment, materials, and supplies. | ||||
| ||||
Keep informed about trends in education and subject matter specialties. | ||||
| ||||
Meet with other professionals to discuss individual students' needs and progress. | ||||
| ||||
Prepare and implement remedial programs for students requiring extra help. | ||||
| ||||
Prepare reports on students and activities as required by administration. | ||||
| ||||
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | ||||
| ||||
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. | ||||
| ||||
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | ||||
| ||||
Sponsor extracurricular activities such as clubs, student organizations, and academic contests. | ||||
| ||||
Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs. | ||||
| ||||
Place students in jobs or make referrals to job placement services. | ||||
| ||||
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | ||||
| ||||
Attend staff meetings and serve on committees, as required. | ||||
| ||||
Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | ||||
| ||||
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities such as restrooms. | ||||
| ||||
CompGeo Salary Survey Benchmark Job Summary and Competencies
Vocational Education Teachers, Secondary School
The Benchmark Job Description below represents the specific Position Characteristics of the job used in the Salary Survey. Benchmark Job Descriptions should be inspected carefully to review the degree of matching between an organizations' Job and the Salary Survey Benchmark. Matching internal Jobs to Salary Survey Benchmark Jobs should not be done on Job Title alone. A thorough comparison of Salary Survey Benchmark to Internal Job Descriptions is recommended. A good overlap should exist on any comparisons used on critical Job Dimensions and Competencies.- Job Description
- Knowledges
- Skills
- Abilites
- Tools and Technology
- Education and Experience
- Alternate Job Titles
- Salaries
| ||||
Important Knowledge Competencies | Competency 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. | |||
| ||||
English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. | |||
| ||||
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. | |||
| ||||
Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. | |||
| ||||
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. | |||
| ||||
Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. | |||
| ||||
Clerical | Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. | |||
| ||||
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. | |||
| ||||
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. | |||
| ||||
Law and Government | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. | |||
| ||||
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. | |||
| ||||
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. | |||
| ||||
| ||||
Important Skill Competencies | Competency Description | |||
Instructing | Teaching others how to do something. | |||
| ||||
Reading Comprehension | Understanding written sentences and paragraphs in work related documents. | |||
| ||||
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. | |||
| ||||
Writing | Communicating effectively in writing as appropriate for the needs of the audience. | |||
| ||||
Speaking | Talking to others to convey information effectively. | |||
| ||||
Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |||
| ||||
Coordination | Adjusting actions in relation to others' actions. | |||
| ||||
Service Orientation | Actively looking for ways to help people. | |||
| ||||
Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. | |||
| ||||
Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. | |||
| ||||
Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. | |||
| ||||
Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |||
| ||||
Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. | |||
| ||||
Time Management | Managing one's own time and the time of others. | |||
| ||||
Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |||
| ||||
Persuasion | Persuading others to change their minds or behavior. | |||
| ||||
Negotiation | Bringing others together and trying to reconcile differences. | |||
| ||||
Management of Personnel Resources | Motivating, developing, and directing people as they work, identifying the best people for the job. | |||
| ||||
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. | |||
| ||||
Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. | |||
| ||||
| ||||
Important Ability Competencies | Competency Description | |||
Written Comprehension | The ability to read and understand information and ideas presented in writing. | |||
| ||||
Written Expression | The ability to communicate information and ideas in writing so others will understand. | |||
| ||||
Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. | |||
| ||||
Oral Expression | The ability to communicate information and ideas in speaking so others will understand. | |||
| ||||
Problem Sensitivity | The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. | |||
| ||||
Speech Clarity | The ability to speak clearly so others can understand you. | |||
| ||||
Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. | |||
| ||||
Speech Recognition | The ability to identify and understand the speech of another person. | |||
| ||||
Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. | |||
| ||||
Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |||
| ||||
Near Vision | The ability to see details at close range (within a few feet of the observer). | |||
| ||||
Originality | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |||
| ||||
Information Ordering | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |||
| ||||
Selective Attention | The ability to concentrate on a task over a period of time without being distracted. | |||
| ||||
Fluency of Ideas | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |||
| ||||
Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. | |||
| ||||
Speed of Closure | The ability to quickly make sense of, combine, and organize information into meaningful patterns. | |||
| ||||
Time Sharing | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). | |||
| ||||
Far Vision | The ability to see details at a distance. | |||
| ||||
Memorization | The ability to remember information such as words, numbers, pictures, and procedures. | |||
| ||||
Flexibility of Closure | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. | |||
| ||||
Finger Dexterity | The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. | |||
| ||||
Number Facility | The ability to add, subtract, multiply, or divide quickly and correctly. | |||
| ||||
Perceptual Speed | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. | |||
| ||||
Visualization | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. | |||
| ||||
Arm-Hand Steadiness | The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. | |||
| ||||
Visual Color Discrimination | The ability to match or detect differences between colors, including shades of color and brightness. | |||
| ||||
| ||||
Prerequisite Qualification Category | Education and Experience Level | |||
Required Level of Education | Bachelor's Degree | |||
| ||||
Related Work Experience | Over 4 years, up to and including 6 years | |||
| ||||
| |||
Alternate Job Title(s) | |||
Agricultural Education Instructor | |||
Agricultural Education Teacher | |||
Agriculture Teacher | |||
Agriscience Instructor | |||
Agriscience Teacher | |||
Allied Health Instructor | |||
Allied Health Teacher | |||
Auto Body Repair Teacher | |||
Auto Collision Repair Instructor (Automotive Collision Repair Instructor) | |||
Auto Mechanics Instructor (Automotive Mechanics Instructor) | |||
Auto Mechanics Teacher | |||
Auto Service Instructor (Automotive Service Instructor) | |||
Automotive Instructor | |||
Automotive Teacher | |||
Automotive Technology Instructor | |||
Bookkeeping Teacher | |||
Building Construction Teacher | |||
Building Trades Teacher | |||
Business Education Teacher | |||
Business Machines Teacher | |||
Business Teacher | |||
Business Technology Teacher | |||
Business and Computer Technology Instructor | |||
Business and Marketing Teacher | |||
Career Education Teacher | |||
Career Technology Teacher | |||
Career and Technology Education Instructor (CTE Instructor) | |||
Carpentry Instructor | |||
Carpentry Teacher | |||
Computer Teacher | |||
Construction Skills Teacher | |||
Construction Teacher | |||
Construction Technology Instructor | |||
Construction Trades Teacher | |||
Cooking Teacher | |||
Cooperative Education Coordinator | |||
Cosmetology Instructor | |||
Cosmetology Teacher | |||
Criminal Justice Instructor | |||
Culinary Arts Instructor | |||
Diesel Technology Instructor | |||
Distributive Education Clubs of America Advisor (DECA Advisor) | |||
Drafting Instructor | |||
Drafting Teacher | |||
Dry Cleaning Teacher | |||
Early Childhood Education Instructor | |||
Electronics Teacher | |||
Family and Consumer Sciences Teacher (FACS Teacher) | |||
Floral Design Teacher | |||
Graphic Arts Instructor | |||
HVAC-R Instructor (Heating, Ventilation, and Air Conditioning/Refrigeration Instructor) | |||
Health Careers Instructor | |||
Health Occupations Teacher | |||
Health Science Instructor | |||
Health Science Technology Education Teacher (HSTE Teacher) | |||
High School Auto Repair Teacher | |||
High School Drafting Teacher | |||
High School HVAC-R Instructor | |||
High School Vocational Education Teacher | |||
Horticulture Instructor | |||
Horticulture/Floriculture Teacher | |||
Industrial Arts Teacher | |||
Industrial Cooperative Training Coordinator (ICT Coordinator) | |||
Industrial Education Instructor | |||
Industrial Technology Teacher | |||
Information Technology Teacher | |||
Instructor | |||
Job Trainer | |||
Key Punch Teacher | |||
Link Trainer Teacher | |||
Machine Shorthand Teacher | |||
Marketing Education Teacher | |||
Masonry Instructor | |||
Masonry Teacher | |||
Meat Cutting Teacher | |||
Medical Assisting Instructor | |||
Metal Trades Instructor | |||
Multimedia Teacher | |||
Networking Technology Instructor | |||
Nursing Instructor | |||
Occupational Work Experience Teacher (OWE Teacher) | |||
Office Machines Teacher | |||
Photography Teacher | |||
Power Equipment Mechanics Instructor | |||
Power Equipment Technology Instructor | |||
Precision Machining Instructor | |||
Public Safety Teacher | |||
Radio Repair Teacher | |||
Secretarial Teacher | |||
Shop Teacher | |||
Shorthand Teacher | |||
Skilled Trades Teacher | |||
Tailoring Teacher | |||
Teacher | |||
Technical Education Teacher | |||
Technology Education Instructor | |||
Technology Education Teacher | |||
Television Repair Teacher | |||
Veterinary Science Teacher | |||
Vocational Auto Body Instructor (Vocational Automotive Body Instructor) | |||
Vocational Childcare Teacher | |||
Vocational Education Teacher | |||
Vocational Instructor | |||
Vocational Teacher | |||
Vocational Trainer | |||
Weaving Teacher | |||
Welding Instructor | |||
Welding Teacher | |||
Woodwork Teacher | |||
| |||||||||||||||||||||
Copyright © 1995
- 2023 International Compensation Technologies and The Clayton Wallis Company. All Rights Reserved World Wide ictcw.com Member, WorldatWork - Formerly American and Canadian Compensation Associations (ACA/CCA) |