Career As a Kindergarten Teacher

CAREER AS A

KINDERGARTEN TEACHER

Institute Research Number 106 ISBN 1-58511-106-6 DOT Number 092.227-014 O*Net SOC Code 25-2012.00

CAREER AS A

KINDERGARTEN TEACHER A CAREER IN TEACHING KINDERGARTEN CAN BE REWARDING, AND CAN AT THE

same time offer challenges – some of which you will be prepared for, and others that will catch you by surprise. Kindergarten teachers guide children through their first formal school experiences. The children begin school with widely varying abilities and aptitudes, and are from every socioeconomic, cultural and ethnic background. The vast diversity poses opportunities and challenges alike for the teachers trained to help those young students. Children attending kindergarten are four and five years old. At that young age, children still learn mainly through play. Because children learn through play and activities, and through songs and rhyming games, kindergarten teachers tend to develop creative lesson plans which allow for plenty of interaction with the teacher, as well as the other children, games which teach social and academic skills. There is also plenty of time for unstructured play and learning experiences.

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A kindergarten teacher may help children build social skills by encouraging them to work together to build a sandbox castle. They may lay the foundation of math and science aptitude by asking the children to balance blocks to build a bridge, or by mixing paints of primary colors to create new colors. Songs and singing games can help children learn the basics of spelling, geography and even the basics of astronomy. Typical teaching tools in the classroom include games, music, art projects, movies, computers, alongside the standard crayons and paste. Although in most states kindergarten attendance is not required (only 12 states and the District of Columbia mandate kindergarten attendance for 5-year-old children), most experts agree on the importance of this first formal learning experience. Generally, children who have positive learning experiences in kindergarten have a much greater chance at academic success through graduation from high school and beyond. For many children, kindergarten is their first opportunity for cooperative play and learning. So, not only do kindergarten teachers lay the foundations for lessons in math, reading, writing, spelling, science, social studies, physical education, music, art, and technology, they also are charged with the task of teaching social skills and building self-esteem. Most kindergarten students require lessons in even more basic personal skills, as well. Kindergarten teachers, in addition to academic lessons, teach children about good health and hygiene habits, independence (right down to tying shoelaces and zipping jackets), and nutrition. They also teach children about negotiation, self control and following rules. Kindergarten teachers also deal with students who may be less able to express themselves as well as older children, so they must be able to identify physical illnesses (from colds and influenza to head lice). They must be very aware of psychological issues, such as children who are coping with negative forces such as stress at home due to parents’ problems, or even a positive happening, like the arrival of a new sibling. They also can be the first person to spot indicators of developmental problems, vision problems, and adjustment issues. A child’s first educational experience is a family affair, so kindergarten teachers interact frequently with parents and guardians. They also are the first to assign their students homework, teach lessons and give tests, grade papers and projects, and write report 3

cards. They often work with parents to help the student improve his or her skills at this early and very critical stage of education. On top of this abundance of classroom tasks, kindergarten teachers also must keep pace with the ever-changing profession of teaching. Philosophies about learning change over the course of a career, and kindergarten teachers, along with all teachers, must keep abreast of the most effective teaching methods. Curricula change from year to year, and even the goals and desired outcomes are altered based on new research. For example, one of the trends on the horizon which affects kindergarten teachers includes an increase in the number of full-day kindergarten programs. This is a result of recent studies which have found that those students who attended full-day programs performed better by the time they reached the third and fourth grades than those students who attended traditional half-day programs. However, even as philosophies change, practical matters dictate much of what happens in the classroom. Doubling the amount of time young students spend in kindergarten classes also increases costs to school districts. Teachers are often caught in the middle of such conflicts between ideology and practical reality. Many teachers become frustrated by the unpredictable nature of their jobs, generally low pay (depending upon location and cost of living) and high physical and emotional demands. The financial strain can mean substandard salaries as well as teachers shelling out their own money for classroom supplies. Many teachers give up on their careers in education as a result. Approximately one-third of new teachers leave the classrooms within their first five years of teaching. The average time a teacher stays in the profession is just over 15 years. But for those that choose to stay, the rewards abound. Although the tasks are seemingly endless, kindergarten teachers who remain in the field find it tremendously rewarding. According to professional surveys, those who feel successful at teaching also report the highest level of satisfaction with their careers.

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HISTORY OF KINDERGARTEN TEACHING THE FIRST KINDERGARTEN IN THE UNITED STATES WAS OPENED IN WATERTOWN,

Wisconsin, in 1856, by Margarethe Meyer Schurz. The first American public kindergarten, the Des Peres School, was opened in St. Louis in 1873, by Susan Elizabeth Blow. Blow followed the model established some 40 years earlier by German educator Friedrich Froebel. Froebel designed a program for young children which was centered around art, design, mathematics, and natural history. The program focused mainly on free self-activity, creativity, social participation and motor expression. Froebel thought self-activity set the direction for children’s development and enabled them to be actively creative and social participants. Motor expression referred to learning by doing rather than by following instructions. Froebel’s methods represented a departure from the educational philosophies and practices of the day. Froebel developed the first child-centered educational curriculum. Froebel’s kindergarten stressed social skills and play as a means of laying the building blocks for academic performance. Until that time, education was a far more strict experience, and academic achievement was the product of much more formal instruction. Froebel’s kindergarten became popular at a great time of change in the way people viewed childhood. Childhood became a valued period in life, and children became appreciated as by nature good and full of potential, rather than as small adults who needed to be molded as soon as possible to fit into civilized society. The concept caught on quickly in Europe, and by the early 1870s kindergarten attendance for children under the age of six had become a requirement throughout the Austro-Hungarian Empire. By that time, instruction in the Froebel method had become required for students in teaching colleges (then called normal schools). Although kindergarten attendance was popular throughout Europe, middle class families in the United States were slower to welcome the idea, because it stressed the importance of placing the duty of teaching young children into the hands of trained professional teachers, rather than with mothers in the home. However, immigrant families from Europe embraced the concept as a means of helping their children acclimate to American life and language. This was especially true in urban areas, and most true in the 5

slums of America’s large cities. By the late 1870s, free kindergartens were in place in most urban communities, and they were viewed as essential in helping to socialize children from poor families in the habits of cleanliness and discipline. Many kindergarten programs also had classes for mothers, in order to teach them the principles of Froebelian child education and nurturing. The idea behind parent and child education was that the family could be taught middle-class ideals at the same time and lift themselves out of poverty and crime. A short time before kindergarten programs became popular, or even commonplace, public schools were also growing, as was the rise of feminism. Prior to the early 1800s, American teachers were generally men, and most teachers worked in small, rural schools. Teaching at that time was not a specialized career, and teachers usually had little if any professional training. Teachers were very often off-season farmers or inn-keepers, who worked in the classroom during slow months. Professional teachers were a minority, and were usually young and ambitious men who hoped one day to be schoolmasters, or to pursue careers in law or the clergy – teaching was a temporary rung on the career ladder. After 1820, reformers (most notably Horace Mann of Massachusetts) fought to create more democratic, universal, non-sectarian, free, but tax-funded, public schools. The new schools were known as common schools. As new schools were built very quickly around the country, there was a growing need for trained teachers and schoolmasters. Because there was already a well-established tradition of young men who entered careers in schools as teachers, and would soon after leave the classrooms for better paying, or more prestigious positions, there seemed no relief for the nationwide teacher shortage. At least, not from the traditional, male teachers. In the late 1830s, as public schools required more and more teachers, women were recruited to lead the classrooms across the country, and the career title schoolmarm was created. Fortunately, literacy rates among American women were very high, so a ready and capable pool of teachers was available. Generally, schoolmarms did not have to be very well educated (an eighth-grade education was considered basic qualification for the profession). High moral character 6

was considered paramount among qualifications. They were often very young (as young as 14 or 15 years old) and were paid considerably less than the $20 a month which men in the same profession could earn. In the 1840s, schools specifically for preparing new teachers were established across the country. The schools were called normal schools, and were intended to prepare teachers beyond basic grammar school literacy and mathematics. The normal school soon gave way to formal college education, but its value cannot be overstated in terms of the development of teacher education and the teaching career as a whole. Although colleges began to dedicate courses of study to prepare students for the teaching profession, it wasn’t until the feminist movement emerged that teachers began to demand professional treatment – not only recognition as professionals, but better pay and working conditions. Teachers revolted against administrators and boards of education taking too much control from the classrooms, and resented being treated much like factory workers. Further, the working conditions were often deplorable. Overcrowding in the early 20th century (due to urbanization and immigration) contributed to the poor conditions. Not only were the classrooms overcrowded, but the work of teaching was seemingly impossible, particularly in large urban schools where many new immigrant students spoke no English. Wages were poor, and discrimination was rampant. Many school districts would not even allow married women to teach in their schools. Working mothers had it even worse, since women were often prohibited from continuing teaching careers once their own children were born. Teachers’ rebellion was the driving force behind widespread unionization. Although the National Education Association was formed in 1857, and the American Federation of Teachers following in 1897, it wasn’t until the first quarter of the 20th century that unions had spread beyond urban areas. These two unions today carry on the same ideals they have had from the beginning – a higher level of professionalization, greater autonomy for teachers, better lobbying on a national level, and better working conditions, pay and benefits.

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WHERE KINDERGARTEN TEACHERS WORK ONLY A SMALL NUMBER OF STATES require kindergarten attendance

(including Alaska, Arizona, Delaware, the District of Columbia, Florida, Louisiana, Maryland, Ohio, Oklahoma, Rhode Island, South Carolina, Tennessee and Virginia). Most states contain a majority of districts that do offer kindergarten to young students.

YOUR WORK DUTIES KINDERGARTEN TEACHERS, LIKE MOST OTHER TEACHERS, PLAN LESSONS,

administer lessons, assign homework, grade assignments and tests, prepare report cards, and maintain classroom discipline. Most student grades at the kindergarten level are based upon how well the teacher thinks the student is performing. Teachers determine what performance levels are acceptable and evaluate whether or not individual students are meeting those levels. They also watch for students’ special skills in order to help them develop them, as well as watch for students’ academic weaknesses in order to help correct them before the students move on to the first grade. Kindergarten teachers give their young students their first lessons in math, science and reading. Although the instruction may look very little like actual science, math or reading lessons at first, it lays the very important building blocks for more advanced skills. Kindergarten lessons are usually hands-on experiences much more than learning by drills or by memorization, although drills and rote lessons are certainly an important part of early learning and are the stepping stones for lessons in logic and higher learning. Elementary teachers in general are increasingly using more props or manipulatives to help children learn difficult concepts and to develop problem-solving skills. Kindergarten teachers use play and music to teach lessons. They also use games to help with such skills as letter recognition, phonics and beginning reading skills, numbers and early math skills, and lessons in science and nature awareness.

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Kindergarten teachers work with one group of students, which stay with the teacher in the same classroom throughout the entire school day, or half-day, with the exception of when the students leave the classroom for special lessons in subjects such as gym, music, art, library and technology. Some schools pair two or more teachers together as a teaching team, responsible for a larger group of students. They may teach for two years in a row in a multi-level group. Students in this type of classroom are more able to work at concepts until they are mastered, without the pressure of moving along to the next section of study and ultimately to the next grade, with a new teacher. Such teaching arrangements are more costly to maintain, and require much more effort in scheduling and class size configuration. In a struggling economy with increasingly scarce public money for education, many districts have abandoned them, despite their virtues. Increasingly, kindergarten teachers are expected to pursue extra course work in technology and continue to upgrade their technology skills, in order to teach using computers and computer games, as well as using software for test administration and grading. Teachers are also increasingly encouraged or are even required to continue their training in cultural awareness. Teachers work with students from every ethnic, racial and religious background in the community, and the size of minority populations is growing quickly through all parts of the country. Teachers need to include multicultural lessons in their classrooms to benefit every student regardless of ethnic, racial and religious backgrounds. Kindergarten teachers are increasingly moving away from judging student performance based upon individual grades and are more often building – or assisting their students to build – portfolios of their work. The student’s overall body of work is then evaluated, rather than just a series of grades. This type of evaluation system has become a popular means of spotting areas where a student may need help. If there are academic or developmental problems, kindergarten teachers can be instrumental in recommending testing and in assisting with locating resources or agencies for help and treatment. Many learning disorders, speech difficulties and issues such as hyperactivity disorders have begun to surface by the time a child is five or six years old.

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The teacher can also be a helpful resource to parents who wish to help their youngsters (with or without special needs or difficulties) and can recommend activities to cultivate talents and interests, and to improve areas where the student may be academically weak. During the school year, teachers usually work more than 40 hours a week. They generally work an eight-hour day during school hours (with one hour for preparation during the day), and grade papers or participate in school functions or extracurricular activities several hours a week in the evenings and on weekends. Preparation time is one area where kindergarten teachers seem to be short changed when compared to their counterparts in upper grades. Elementary school teachers in general have about 10 minutes of preparation time for every hour they teach, while high school teachers have 15 minutes of prep for every hour of teaching. Most teachers work 10 months out of the year, with two months off in the summer and time off for winter holidays and spring break. Some teachers work summer jobs during their long break. Others enroll in college classes to continue their education or meet continuing education requirements, teach summer school, travel or pursue personal interests. Teachers who work for school districts that have a year-round schedule usually work eight weeks, then have one week of vacation, and an additional five-week midwinter, spring or summer break. Most teachers enjoy a high level of job security and protection under teaching unions. Once a teacher has reached tenured status, dismissal generally needs to be the result of just cause, continued job performance inadequacies, or in some cases the result of an economic lay-off (in accordance with union provisions). Most states have laws – tenure laws – which prevent teachers from being fired without just cause and due process. Teachers obtain tenure after a lengthy probationary period, ranging from three to five years. Kindergarten teachers spend nearly their entire day interacting with their students. They must enjoy or at least have a high tolerance for this level of interaction every day. Kindergarten teachers must be very observant of student behaviors and academic performance, because early patterns or problems could be easily missed.

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Most of their work is indoors, however some schools require teachers to supervise outdoor activities as well. Whether inside or outside, kindergarten teachers must be on their feet for long periods of time, and their work is very physical in nature. They must be able to bend, stretch, sit on the floor with students, crouch to be at student eye level, and sit in very small chairs (sized for 5-year-old bodies). They must be patient with students who experience everything from runny noses to bathroom mishaps to just plain old whininess. Kindergarten teachers must be able communicate clearly and to be heard by the entire class. They must be able to listen carefully, and to drown out background noises when focusing on one student. Kindergarten teachers must also be patient when listening to students, some of whom will not be able to clearly enunciate their words.

KINDERGARTEN TEACHERS TELL ABOUT THEIR CAREERS I Have Been a Teacher for 24 Years “I have been teaching kindergarten for 16 years. Before that, I taught second grade for eight years. I went into elementary education mainly because I had always wanted to work with young children. The career appealed to me because young children are still so uninhibited. They have so much creativity and self esteem. As they become more independent, they can really flourish and become fine students. Self reliance and independence are probably the most important things I teach the students. Of course, they learn about getting along with each other, and they start to learn how to read, and some mathematical concepts at this age, but the most important thing is self reliance. Not only will that help them succeed in kindergarten and the early grades, but it will help them be better students – and more confident people – as they get older.

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Is teaching what I expected? Yes and no. The teaching part of it is pretty much what I thought it would be. Of course students are all so different, so that can be unpredictable. Some students will catch on and others won’t. Sometimes you can get through to most of the students, but sometimes you can’t. And I learned that I can’t always figure out which ones are getting it and which ones aren’t! What I really wasn’t prepared for was some of the administration issues. When I went into teaching, along with a lot of my peers who started teaching at about the same time, teaching was sort of like a calling, a mission. People were passionate about reaching out to young people, and teaching was one way of doing that. We weren’t prepared for a lot of the politics of teaching. And there were those that had plenty of interest in teaching but not always the best skills. When I say politics of teaching, I mean there has been this shift in the tides when it comes to academic performance. Teachers and schools are penalized if their students don’t perform well on standardized tests. Unfortunately in this state, the standardized tests we use are still being developed by the state so teachers feel like they’re trying to hit a moving target. We don’t feel as much pressure necessarily in kindergarten, but beginning in first grade teachers really begin to feel that pressure. On top of that, some boards of education work with staff better than others. Those are elected positions and so sometimes the board members have an agenda. Some have a tendency to micromanage instead of leaving the job of teaching up to the professionals they hired. They will change curricula or policy or textbooks, at times even against the suggestion of the teachers. That can be frustrating. Another difficult aspect at times has been dealing with the parents, or worse, not dealing with the parents. I am always surprised at how many parents bring their children for orientation before school begins, then I never see them again for the rest of the year. It’s so much better when the parents are involved, but not every parent is.

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Young teachers today are better prepared than I was when I started. They are very well trained and they have technology skills and are knowledgeable on theory and practice in ways that we just weren’t. But few of them today go into it because it’s a calling. It’s a profession, and they are trained like professionals and demand to be recognized as professionals. But very often it’s the job rather than a passion that draws them to the schools. There have been practical reasons for me to stay in the profession. Once I had a few years in, and I had earned my master’s degree I was able to make a good living. But in this area, the cost of living is very low. I don’t know if I would feel that way if I worked in a very expensive city. Teaching has worked out very well for me because it fit in very well with raising my children, too. They attended school in a district that has the same vacation schedule as the one where I teach, so I have been able to be home with them during the summer, and during breaks, and they usually had to go to a baby-sitter’s home for just an hour or so after school before I picked them up. Yes, I suppose I would choose to teach if I had to start over. It’s very rewarding, and it can be a lot of fun. I have worked with some really terrific professionals. But, it’s often exhausting work. As much as I have loved working in this career, I’m really looking forward to retiring too.”

I Am a Kindergarten Teacher Who Couldn’t Handle It “At first I felt sort of guilty for leaving. But I just knew after only one year I had to get out. There was just too much that no one prepared me for. I wasn’t prepared to deal with the student whose father went to jail because he had stabbed his mother. I wasn’t ready to deal with children whose parents were drug addicts, or who had abandoned them. We had a police officer come visit the class to talk about safety and one little boy wouldn’t stop crying. We had to take him out of the class because he kept crying, ‘You hurt my daddy, you hurt my daddy.’

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Then there was a girl in my class who couldn’t talk. She just couldn’t talk at all, and her parents never came in for conferences so I had no idea what to do or why she wouldn’t say anything. What do you do in a situation like that? There were a few students in the class though who made it impossible for me to teach the rest of the class. So, I know it sounds terrible, but I had to leave. I work in a private preschool now, in a community that is still diverse culturally but is more affluent. And with a private school, and being a preschool, well I hate to say it but students who just aren’t fitting in are usually taken out of school by their parents or the school can ask the parents to take them out. In public schools you can’t touch the children at all. These are little kids, and I had a couple of students that would just cling to me, and I felt bad because I wanted to be able to hug them, but I knew this wasn’t permitted. And then if they are clinging to me, I can’t pay attention to the other students. In my new job, I can give all the kids hugs if they want me to. My parents think I must be nuts to have received my degree and then turn around a year later and go to work in a preschool for about half the money and nowhere near the benefits. But I think it has been the right thing for me. The kids I have now are just so different than those in the public school. And the job is very low-pressure. In the public school, it was all I could do to keep the children in order, let alone teach them the things I wanted them to learn. I felt bad about that, like I should have been able to do more. Maybe nobody could, but if there is anyone who can teach under those conditions, I was not that person. I think anyone headed for teaching kindergarten in a public school system should be aware of my negative experiences. It might turn out better for you. I hope so.”

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I’m in My Third Year of Kindergarten Teaching “Actually, teaching is a lot like what I thought it would be. I love working with the children. I wasn’t sure if I would like teaching kindergarten. I thought I might teach third grade. That seemed like a really fun age to teach, but when this position opened, I interviewed and got it and I have enjoyed it very much. I’m not sure if I would have survived the last three years if it weren’t for the other teachers. Our school has a great mentoring program, where an experienced teacher coaches the new teacher for two years. That was a big help to me. I would have worked myself to death if I didn’t have my mentor. It is a lot more work than I thought. My first year really surprised me, even after student teaching. I was exhausted. But it gets easier. What has been the hardest part? Well, I would have to say sometimes communication can be a challenge. These kids don’t always know how to say exactly what they’re thinking. Or they say EXACTLY what they’re thinking, which can be pretty funny sometimes. But they don’t know how to tell you if they’re having trouble with something, so you really have to watch out for signs that they’re struggling. My first year, I would lie awake at night wondering if I were seeing all the signs. I wondered if I could really recognize the kids that have special aptitudes, and those that were having a hard time. You hear about kids that slip through the cracks, and I worried about that a lot. The most rewarding part is when they start learning something new, and it’s difficult but they keep trying anyway. Sometimes they don’t even realize that they’re learning it, like with reading. They learn about their letters and the sounds they make, and to them it’s like a game. And then they may start to recognize a few words upon sight. But they still aren’t really reading. But when they start being able to actually sound out words, they get this smile because they really got it. That makes your day!”

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PERSONAL QUALIFICATIONS YOU WILL NEED KINDERGARTEN TEACHERS MUST NOT ONLY BE WELL SKILLED IN TEACHING

methods, they also must be very in tune with their students in order to adjust teaching methods to help every student reach his or her learning potential. Although good kindergarten teachers have traits that are unique, and there is no single personality profile for great teachers, generally it helps to be organized, dependable, patient and creative. Kindergarten teachers should be very good at communicating on many different levels, through many different means. It is just as important for the kindergarten teacher to communicate effectively with other teachers, parents and administrators as with a room full of five-year-olds. Kindergarten teachers should also be very sensitive to the needs of their students. Youngsters will express their needs verbally and non-verbally, so kindergarten teachers should remain keenly aware of both types of messages from their students. Most people who choose to pursue a career in kindergarten teaching have social interests. They like working around other people and enjoy activities which help others. They feel comfortable offering guidance to others and being of service to many people. They also usually have artistic interests. They enjoy working on activities which are expressive, both visually (in art projects), physically (in games and outdoor play) and musically (in singing and dancing as a means of teaching other concepts). Kindergarten teachers must be expert multi-taskers. They must be able to change activities quickly to accommodate short attention spans, and they must be able to work with several groups of students, each working on different activities, at one time. They must be keen listeners, and able to drown out those things that are background noise. Kindergarten teachers should be excellent motivators and have the ability to inspire young people to learn, as well as the ability to direct students’ attention for defined periods of time. They should be excellent mediators and learn how to help students resolve conflict. They should be sensitive and firm enough to direct student behavior and help them to learn appropriate behaviors without harming their self esteem. 16

Kindergarten teachers must be quick on their feet. Children at that age don’t always understand logical consequences for certain behaviors and often the behavior of a five-year-old is illogical when viewed through adult eyes. Kindergarten teachers must be able to understand those behaviors and quickly make sense of them. They also must be able to quickly judge the benefits or negative consequences of every action. Kindergarten teachers must, probably more than any other teachers, learn to think outside the box. They must be able to see things through fresh eyes every day, to be able to see things from a vantage point closer to the ground, and to be willing to constantly change, whether it’s changing the position of classroom furniture, or decorations, or even teaching models, in order to keep students aware and alert. Kindergarten teachers should have some musical and artistic abilities, in order to teach through music and song, and through art projects. Kindergarten teachers should also have a high level of physical endurance as well as agility and mobility.

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ATTRACTIVE FEATURES WILLIAM BUTLER YEATS SAID, “EDUCATION IS NOT THE FILLING OF A PAIL, BUT THE

lighting of a fire.” Kindergarten teachers have the pleasure of being the first to ignite that spark for many children. Teaching kindergarten is part career, and part calling, and the decision to pursue such a vocation is often inspired by emotional as well as practical wishes. Teaching kindergarten can be a very rewarding career choice. The opportunity to offer students their first taste of academic learning can be an exciting prospect. This is particularly true of careerists who enjoy young children and their creativity, enthusiasm and innocent energy. Teaching can also be a stable career financially. Nearly 90 percent of teachers belong to unions, and teaching unions are among the strongest of all bargaining groups. Once teachers earn tenure, their employment is generally exceptionally stable, and their earnings can steadily increase with experience and additional education. Teachers also enjoy exceptional health and retirement benefits, as well as a better than average number of days off throughout the year. Many kindergarten teachers also appreciate working a schedule which meshes very well with their own children’s school schedules, as they generally work while their children are in school and can generally be home with their children during extended holiday and summer breaks. The work is also attractive for many kindergarten teachers because they work in bright and warm conditions. The work is both practical and creative, both physically and mentally engaging, and is very often fun. Generally kindergarten teachers also enjoy the ability to work in an environment with other professionals, who are also well-educated and interesting, creative people. Kindergarten teachers, like their peers who teach other grades, usually enjoy continuing their education, and learning new and innovative teaching models and methods as part of remaining prepared in their careers. They also often enjoy the opportunity to travel or pursue other interests during the summer months. Kindergarten teachers get to express their own creativity in guiding students with art projects like finger-paints. They teach through play, so kindergarten teachers often enjoy throughout their work day singing songs and playing games.

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UNATTRACTIVE FEATURES ALTHOUGH TEACHING IS FOR THE most part a very rewarding career,

teachers at every level, including kindergarten teachers, sometimes find the job stressful. Teachers regularly have to contend with unmotivated students and students who behave badly and are disrespectful. Many school districts have large class sizes, and kindergarten teachers are forced to manage classes of 25 students or more, which is particularly difficult when the students are so young. Some teachers also find it difficult to work in communities that are economically disadvantaged, or with a wide range of cultural backgrounds. Kindergarten teachers with students of many cultures are charged with the task of teaching youngsters with widely varying attitudes toward education. They also must engage students with varying backgrounds and language abilities. The extra planning to do this effectively adds to an already heavy workload in many cases. Inner-city schools may be run-down and aging and may lack some of the amenities of wealthier community schools. Schools at the have-not end of the economic spectrum pose special practical and emotional difficulties for younger students. It can be difficult to teach students in buildings that are not properly lighted, or have inadequate heating and cooling systems, and in schools that cannot spend money on up-to-date materials and books. Further, in economically challenged districts, student attendance can be irregular, and very often students are emotionally disturbed and unable to progress academically when there are other issues associated with poverty in their homes. Kindergarten teachers face an additional challenge because their young students are not always as able to clearly articulate what they are thinking or feeling. Another unattractive feature of the career is financial. Teachers typically earn less than other professionals with similar education and experience levels. The disparity varies greatly from community to community. In rural or disadvantaged areas, teacher salaries are at par or better than average wages in their communities. However, in urban or affluent areas, teachers may earn as little as one-third of the salary as their neighbors in other professions.

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EDUCATION AND TRAINING REQUIRED EVERY STATE AND THE DISTRICT OF COLUMBIA REQUIRE PUBLIC SCHOOL TEACHERS

to be licensed. Licensure is not required by law for private school teachers, but many individual private schools as a matter of policy require it. The National Council for Accreditation of Teacher Education currently recognizes about 500 teacher education programs nationwide. Requirements for licensure vary from state to state, but almost every state requires competency testing for basic skills such as reading, writing, teaching and subject matter proficiency. Licensure is generally granted by a state board and is typically attained after completing a bachelor’s degree in teaching or another subject and then passing a state board examination. Approximately one third of the states also require technology training in addition to teaching classes. Most states require new teachers to have maintained a minimum grade point average while in college. Most accredited teaching colleges and universities require students to wait until their sophomore year to apply for admission into a teaching program. Kindergarten teaching programs generally include classes in math, science, social studies, music and art, as well as classes in teaching methods, philosophy of education, and psychology of learning. Almost all teacher preparatory programs require an apprenticeship, or student teaching credits. Kindergarten teachers usually attain licensure in early childhood education, which qualifies them to teach preschool through grade 3. Some teachers, such as music or art teachers, are licensed to teach kindergarten through grade 12. Some states offer special provisions for teacher licensure for people who have earned a bachelor’s degree in the subject they will teach, but do not have a teaching license. In those cases, teachers can begin work under a provisionary or emergency license, and can take course work to earn a teaching license. Some states have taken this idea a step further and offer schools which are based upon partnerships between universities and elementary or public schools. Prospective teachers who hold a bachelor’s degree or master’s degree may enter these one-year professional development schools to earn teaching certification. Generally the professional development school 20

offers an intensive program of teaching theory and practice as well as hands-on or apprentice teaching experiences. Most states require continuing education after teachers enter their career, and some of those require teachers to earn a master’s degree. There are a number of sources of financial aid for students who wish to pursue a teaching career, including: Pell Grants, Stafford Loan Programs, Federal PLUS loans, Federal Supplemental Educational Opportunity Grant Program, Perkins Loan Program, Federal Work Study Program, and other special scholarships and programs. For more information about scholarships and grants, consult The Student Guide to all forms of federally funded aid: Federal Student Aid Information Center at (800) 4-FED-AID or this Web site http://www.fafsa.ed.gov/. For privately funded programs, contact your local library, high school guidance counselor or the financial aid office at your university. Thirty-one states offer some form of loan forgiveness for students who will commit to teach in that state for a number of years. For details, contact your state department of education.

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EARNINGS TEACHERS HOLD APPROXIMATELY 3.8 MILLION JOBS, AND 175,000 ARE

kindergarten teachers. Nationwide, kindergarten teachers earn about $40,000 to $45,000 on average. While teaching salaries vary widely depending upon region and tend to be higher in urban areas, starting salaries range from around $25,000 to $35,000 per year. The good news is that teacher salaries are improving slightly in reaction to the nationwide shortage. Low wages have been for years a contributing factor in the exodus of good teachers to private sector employment. Even with the somewhat better wages, teacher salaries have remained lower than those of new college graduates in other fields. An American Federation of Teachers survey indicates that the average beginning teacher salary has reached almost $30,000, an increase over recent years. The average teacher salary is also up, to almost $45,000. This is still low, compared to other professionals, such as accountants who earn more than $50,000 and engineers who earn nearly $75,000. Salaries vary greatly from region to region. Teachers in Connecticut, California, New Jersey, New York, and Michigan earn from $50,000 to $55,000 annually. States that pay the highest beginning salaries include Alaska, California, New York, Delaware, and Connecticut. States where teachers earn the least include South Dakota, Montana, Oklahoma, Mississippi, and North Dakota, with salary ranges of $30,000 to $35,000. Substitute teacher wages also vary greatly from region to region, a significant fact, considering that many teachers, especially those who cannot make a major move to a new city or state, begin their careers as substitute teachers. Among the nation’s largest cities, Long Beach, California pays subs the highest daily rate of over $140. Montgomery, Alabama, pays the lowest rate of about $50 per day. The average substitute rate per day is about $100. It is also a little-considered fact that teachers frequently spend some of their own salaries (up to $2,000 per year, but on average $400) on supplies for the classroom.

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There is a federal government proposal for broader student loan forgiveness programs for new teachers willing to take assignments where the teacher shortages are the greatest.

OPPORTUNITIES ONCE WORKING AS A KINDERGARTEN TEACHER, CAREERISTS CAN INCREASE THEIR

income in several ways. Most teachers qualify for a substantial raise upon earning a master’s degree. Many teachers also have the opportunity to earn extra income by working as coaches, teaching mentor, or in student extracurricular activities. During the first few years, when salaries are generally on the low end, many teachers choose to work summer jobs or teach summer school during their two months off. The job outlook is promising at least throughout the next decade, as a large wave of teachers is reaching retirement age at the same time that enrollments are expected to rise, creating a shortage of teachers nationwide, although there are no specific figures for the demand for kindergarten teachers. It is estimated that during the next 10 years, there will be up to two million vacancies and new teaching positions nationwide. The need for new teachers definitely varies from region to region but Southern and Western states (especially California, Texas, Arizona and Georgia) are predicting the greatest need, as are most urban areas. Those kindergarten teachers who seek additional training can work in other job positions, such as librarian, reading specialist, or guidance counselor. With experience and additional classes at the post-graduate level, kindergarten teachers can compete for administration and supervisory positions. If a kindergarten teacher chooses to move to a different state, very often there will be reciprocity agreements to enable the teacher to become licensed within the new state. States usually require some additional course work to attain a new license, but will let teachers work with a temporary license while taking the classes. However, some states, such as California, require a significant amount of additional college course work in order to attain a new license. Teachers who are considering a relocation of this nature should contact the state licensing board before making such a move.

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Kindergarten teachers learn an abundance of skills valuable in a wide range of professions. Their skills are organizational, administrative, record keeping, research and communication skills, and people skills, valuable in influencing and motivating others. The other careers where teachers can utilize their abilities include school counselor, teacher assistant, education administrator, librarian, child care worker, public relations specialist, social worker, coach and umpire.

GETTING STARTED FOR SPECIFIC INFORMATION ABOUT CERTIFICATION AND LICENSURE REQUIREMENTS,

and teacher training, contact local school districts and state departments of education. State education departments will also have information on financial aid for students wishing to enter teaching professions, and information about alternative or emergency temporary licensing programs. School districts look not only for new teachers with excellent academic credentials, but also for potential employees with outstanding communication skills. Those kindergarten teacher hopefuls who can express enthusiasm, who are articulate, and who can inspire trust, are the most likely to easily land a job upon graduation from college. Kindergarten teachers in particular should appear to have a high level of energy, and excellent organizational skills. Immediately upon graduation from college or university, new kindergarten teachers who are willing to relocate greatly increase their chances for immediate employment. However, those who are not willing or able to make a major relocation move can begin their careers as preschool teachers. Some schools find this type of experience extremely valuable when they are seeking new full-time kindergarten teachers, so the time spent teaching preschool while waiting for a kindergarten teaching opening is time well invested.

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Another way to make yourself more valuable from a potential employer’s standpoint, is to learn another language, or specialize in teaching English as a second language (ESL). ESL is considered one of the academic areas with the greatest need for teachers. Others are special education, and mathematics and science teaching. Bilingual teachers, particularly those who speak Spanish, are considered to be in high demand. You can also increase your chances of landing a teaching job if you are trained in more than one field. This may mean that you might not immediately get a job teaching kindergarten or even early elementary grades, but you can gain secure employment within a school district, and earn some valuable experience while you wait for your ideal job assignment to become available. Your willingness to teach in an urban school also places a new teacher in high demand. There is a desperate need for teachers in urban communities. Substitute teaching is also an excellent way to begin a teaching career. Substitute teaching is generally seen as very valuable experience by most boards of education (which ultimately grant teachers job offers). Generally, colleges and universities have very well-connected placement offices, which can help you find a first job in the kindergarten classroom, as well as train you on how to interview for jobs and write your résumé. Take advantage of these services, and consider it another step in your education. You can prepare now for a career in teaching, and for teaching kindergarten. You will need to take a number of examinations. Check with your college or university, or with your high school career counselor to find out which pre-college exams you should take, and which you will need to take before entering a teacher education program or early childhood education program at a university. If you already have a degree, and are considering a career in teaching, check with local school districts about substitute teaching requirements. Most states do not require subs to have a teaching certificate, and it’s an excellent way to find out if you are cut out for one of the most rewarding and challenging careers you can tackle.

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ASSOCIATIONS n The American Federation of Teachers http:www.aft.org n National Education Association http://www.nea.org n Association of Teacher Educators http://www.siu.edu/departments/coe/ate n Association for Childhood Education International http://www.acei.org n National Association for the Education of Young Children http://www.naeyc.org

PERIODICALS n Effective Teaching http://cte.uncwil.edu/et n Education Weekly www.edweek.org n Educator’s News www.mathdittos2.com/ednews/ n The Phi Delta Kappan www.pdkintl.org/kappan/kappan.htm n Teacher Education Quarterly www.teqjournal.org

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WEB SITES n http://www.recruitingteachers.org n Education Jobs Page http://www.nationjob.com/education n http://www.rnt.org n http://www.cdacouncil.org n U.S. Department of Education http://www.ed.gov/ n National Council for Accreditation of Teacher Education http://www.ncate.org n Council for Early Childhood Professional Recognition http://www.naeyc.org

COPYRIGHT 2006 Institute For Career Reseach CHICAGO CAREERS INTERNET DATABASE www.careers-internet.org

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