One of the most satisfying aspects of a career in education lies in helping students to build a foundation toward future success. The role of assistant principal plays a significant part in fostering that success while also providing the opportunity for you to mentor new teachers.  Assistant principals in the K-12 grades wear many hats—teachers, mentors, supervisors, curriculum developers – and are the most visible part of the administrative team for both teachers and parents.

Assistant Principal Responsibilities

An assistant principal works under the direct supervision of the school principal and performs diverse administrative responsibilities, to include:

• Collaboration with principals to oversee the smooth operation of the school.
• May perform as “acting principal in his or her absence.
• Provides direct supervision to teaching staff to include guidance with lesson planning and classroom management.
• Supervises crisis situations and develops emergency response system as mandated by state and federal educational regulatory agencies.  Prepares any necessary reports.
• Prepares schedules of classes and  orders needed supplies (e.g. textbooks and learning aids)
• Promotes positive learning environment among teachers, teaching assistants, and parents.
• Act as a support to school-based parent and teacher committees that seek to improve the overall learning and social environment.
• May teach classes in regular teacher’s absence, builds student rapport and supervises student-related discipline issues.
• Provides counseling and guidance to students who are experiencing academic, behavioral, learning, or career-related difficulties.
• Resolves any conflicts among students, teaching staff, or between parents and teachers.
• Performs yearly faculty evaluations and serves on tenure committee.
• Facilitates school assemblies and other special events for the school community throughout the academic year.
• Directs the activities of school volunteers and specialists and develops relationships with community-based agencies to help build partnerships and support.
• Performs any needed record-keeping (e.g. teacher and student attendance; evaluation reports) using   educational software programs.

Career Outlook

According to the U.S. Bureau of Labor Statistics (BLS), employment of educational administrators (including assistant principals) is expected to increase by about 8% from 2008-2018, a rate that is about as fast as the average for all occupations.

While enrollment of students in elementary and high schools is expected to grow slowly over the next several years, job prospects for assistant principals will remain very good due to the large number of anticipated retirements. Overcrowded classrooms, increasing government oversight, safety concerns, budgetary constraints, combined with teacher shortages in some areas (e.g. science, math, and special education) all contribute to increasing job stress for school administrator and discourage many teachers from seeking positions within administration. As a result, the time has almost never been better for those who seek to become leaders in education with the opportunity to make a significant impact on student lives!

Education and Training Requirements for Assistant Principals

Most assistant principals advance into administration after working as a certified teacher for a specific number of years that varies for each State (e.g. three years in New York and Kentucky).  To work in U.S. public schools, assistant principals will need to hold a minimum of a masters degree in educational administration or educational leadership, with a doctoral degree preferred.  While some assistant principals in private schools hold only a bachelor’s degree, this is an exception rather than the rule and most hold a master’s degree.

Coursework in educational administration and educational leadership programs include school leadership, education law, school finance and budgeting, political issues in education, curriculum development and evaluation, research design and statistical analysis, community relations, and management principles. The National Council for Accreditation of Teacher Education (NCATE) accredits graduate programs for elementary and secondary school administrators. Although you are not required to complete an accredited program, it can assist you in meeting licensing requirements.

View a list of online Master’s Degrees in Administration and Leadership >>

Assistant Principal Licensure and Certification

Most States will require that assistant principals be licensed as school administrators.  Specific licensing requirements vary by State, but nearly all require that you possess a minimum of a masters degree. Some States (such as Washington, New York, New Jersey, and North Carolina) also require that candidates for licensure pass a test such as that administered by the Educational Testing Service (ETS) or a State-specific exam. On-the-job training, usually with a mentor assistant principal, is often required or highly recommended for new administrators.

Some States also require that assistant principals enroll in continuing education courses in order to keep their license. This policy ensures that school administrators are knowledgeable with regard to new school reform and policy issues. Assistant principals working in private schools are not subject to State licensure regulations.

To determine the specific licensing requirements for your State, visit the Web site of the Board of Education which can be found by typing www.“State name”.gov into your browser and following the link for “Education.”

Characteristics of an Assistant Principal

Desirable qualities include strong management and leadership skills, along with sound decision-making ability.  Because the role of assistant principals also requires frequent interaction with community agencies, parents, students, and faculty, you will also need to possess excellent interpersonal ability and be an effective communicator, able to motivate others and negotiate conflicts. You should also have good computer proficiency with the ability to learn new software programs.

Salary Information for Assistant Principals

As with any professional, the salaries of assistant principals vary with years of experience, education, and location. The 2008-2009 The National Survey of Salaries and Wages in Public Schools shows that the average salaries of assistant principals as:

• Senior High School: $79,391
• Junior/Middle School: $76,053
• Elementary School: $71,192

Professional Associations for Assistant Principals

The following are the most popular professional organizations representing assistant principals in both the public and private school systems:

• National Association of Elementary School Principals
• National Association of Secondary School Principals
• The American Association of School Administrators

View a list of online Master’s Degrees in Administration and Leadership >>

A recent survey of junior college faculty members found that 73% reported that they experience true “joy” in their job and 71% believe that their work is meaningful and provides them with a sense of purpose (Chronicle of Higher Education, 2005). Research has indicated that the majority of students at community college are actively engaged in the learning process in terms of spending more time on homework, working harder to meet the course requirements, consistent attendance, and preparing for the day’s lecture (Engaging Students, 2005).

Career Overview of a Junior College Professor

Several aspects of community college teaching set it apart from faculty at 4-year colleges.

• Teaching load. Because teaching is central to the role of a full-time junior college professor, the teaching load is typically higher than at 4-year colleges. Most common is to teach fifteen units per semester which translates to four or five courses per semester. Class size may also be larger than at 4-year schools.  According to the 2004 National Study of Postsecondary Faculty, faculty members at public community college spend on an average of 18.1 hours per week teaching have approximately 431 contact hours with students (calculated as the number of hours spent teaching multiplied by the total number of students enrolled in all courses taught) per week. This contrasts with an average of only 8.1 hours teaching and 287 contact hours per week for professors at 4-year colleges that grant the doctorate degree (Cataldi, Bradburn, and Fahimi, 2006)
• Teaching Assignments. Specific teaching assignments will be based on the subject area of your specialization. For example, English instructors, can teach courses ranging from basic composition and reading with through comparative literature, creative writing, technical and professional writing, journalism, and well as a specific genre-survey course.
• Serving as an Advisor. Two year college professors also serve as advisors, including the development of appropriate study habits, one-on-one tutoring, or helping students narrow down the choices of 4-year colleges. Office hours are typically set by union contract with five to ten hours per week the most common.
• Proficient with Technology. Faculty members are also expected to be proficient with the use of instructional technologies, including such presentation software as PowerPoint, developing supplemental online material for their classes (Web sites, blogs, social media pages), along with the ability to teach distance learning courses, either via the Web or cable television.
• No Teaching Assistants. Community college professors do not typically have teaching assistants to help with grading papers and teaching introductory coursework of subject areas as do professors in 4-year colleges. Student assistants may be available to help with grading and tutoring and small-group facilitation but this practice varies among colleges.

The Adjunct Position at Junior Colleges

Community colleges also offer opportunities for part-time or adjunct positions. Adjunct teaching provides a viable route to obtaining a full-time position. Others use the position as a supplement to their full time jobs; many adjuncts are professionals in the field in which they teach and bring career expertise to their subject. Adjunct instructors are most often limited to teaching up to 60% of the annual load of full-time faculty. In recent years, as public funding has tightened, community colleges have begun to rely heavily on adjunct faculty members across all subject areas to maintain salary levels at a lower level. Although the minimum qualifications for adjunct and full time faculty are the same, the pay per course for adjunct staff is usually only a fraction of what full-time faculty members earn (Academe, 2006).

Requirements for Becoming a Junior College Professor

A minimum of a master’s degree in the subject area in which you wish to teach is required to become a full time junior college professor, although a Ph.D. is the preferred credential.

The career path of faculty members is below

1. Instructor
2. Assistant Professor
3. Associate Professor
4. Professor

Ranking is determined by such factors as degree attained, length of service, and teaching excellence. (Cataldi, Bradburn, and Fahimi , 2006). Two-year colleges often fill vacancies for division chair or deans internally, thereby providing faculty members who aspire to an administrative role the opportunity to assume a leadership position while retaining the right to return to a tenured teaching role if they choose.

Junior College Professor Salary Information

The American Association of University Professor (AAUP) publishes an annual survey of faculty salaries.  Below are the results of the 2008 annual AAUP survey showing average salaries for faculty at public two year colleges with ranks.

Table 1: Average Salaries of Faculty at Public Two-year Colleges with Ranks:

Full Professor	$74,933.
Associate Professor	$60,737.
Assistant Professor	$53,427.
Instructor	$46,063
Lecturer	$50,415.

The faculties of many public community colleges are members of unions so that salary increases are structured and primarily based on years of service and on title (rank).  This may result in more regular increased than is the case at 4-year colleges, where a number of factors influence salary levels and promotions may not be automatic based on years of service.

Finding a Job as a Junior College Professor

Community college teaching positions may be found through a variety of methods:

• Niche job boards such as www.HigherEdjobs.com or www.Academicareerss.com can have many job listings across the country.
• Professional associations also provide career-related guidance and job postings. The American Association of Community Colleges has a Career Center page on its Web site that lists current opportunities.
• Professional journals also list career opportunities. The Chronicle of Higher Education (online as well as print) lists academic positions weekly and periodically publishes “The Two-Year Track,” a series on a teaching career at the junior college level. For a full list of Higher Education journals visit http://homepages.wmich.edu/~abeach/HEjournals.htm
• Visit the Web sites of community colleges that interest you, paying special attention to the Career or Employment Opportunities page.
• Research has shown that approximately 60% of all new jobs (regardless of sector) are obtained through networking, either in-person or online.  Leverage contacts that you may already have and peruse social media sites, such as http://www.LinkedIn.com.

The Hiring Process

The hiring process is often overseen by the college’s governing board, union contracts, and state regulations for public two-year colleges.

The process of obtaining a new full-time line is highly competitive and based on projected college budget and student enrollments. New faculty vacancies may not be posted until late fall semester or early in the spring semester.  It is also common practice to advertise in the summer for full-time temporary positions to replace faculty who have resigned, on sabbatical, or newly retried.

Interviewing

An initial screening committee is formed to represent the entire college, not just the discipline related to the open position. The committee is composed of 5 to 10 members including faculty from the discipline and related fields, staff from other college departments, one or two students, a college administrator, and a representative from the human resource department. There could be two or three hundred applications for the ten to fifteen interviews that will be scheduled.  If you are selected for an interview, you will likely be contacted by a department administrator or the human resource department to arrange an appointment.  The following are some suggestions to increase your chances of being selected for an interview.

• Respond in full to all questions on the application and those of any required essay. Ensure that you complete and submit all required letters and official transcripts in a timely manner. The community college CV will emphasize teaching experience on the college or university level.
• Compose your cover letter carefully.  This 1-2 page letter should value add to the information on your CV, not repeat it. Keep in mind that the committee is looking for evidence that you can communicate effectively in writing.
• If not precluded by the application instructions, include material that provides evidence of your teaching ability, such as evaluations and letters of reference.

Preparing for the Interview

• Research the college, including its history and mission, last accreditation, future plans, student body, and campus setting. This information will be easy to obtain from the college Web site and catalog.
• Arrive to the interview early to give yourself enough time to speak with students on campus.  Note the student demographics but be aware that this mix may change between day and evening classes. Make notes on what you have observed and discuss during the interview.
• Be prepared to discuss your unique background qualifications and how these serve to differentiate you from other candidates and make you the right candidate for the job.
• Consider how you will respond to common interview questions. For a listing of 100 of the most common interview questions visit: http://career-advice.monster.com/job-interview/interview-questions/100-potential-interview-questions/article.aspx. For a listing of common interview questions for college faculty, visit http://www.tamiu.edu/adminis/ohr/goodintquestfac.pdf
• Be prepared to demonstrate your teaching skills as part of the interview process.  Candidates are often asked to teach a short lesson, sometimes on an assigned topic. Ask ahead about time limits, teaching aides, and audience before you arrive on campus. If you have the opportunity to choose your subject, choose a topic that will permit you the opportunity to showcase your skills in teaching a well-defined, concrete, and structured lesson as committees are most interested in our presentations skills. Make eye contact with each member of the committee, ask questions and engage your audience in the lesson.
• Prepare a list of questions to ask during the interview. Committees expect questions and are not impressed by those candidates who fail to ask any. Questions indicate your interest in the position and can be based on such areas as the administrative hierarchy of the college, the reappointment, promotion, or tenure process, any specific challenges facing the college, and opportunities to participate in faculty committees. Do not ask about salary and benefits during an initial interview as both are topics for later in the process (unless the college schedules only one interview).  For a list of questions you can ask during a faculty search committee interview visit erc.carleton.edu/NAGTWorkshops/careerprep/jobsearch/interviewquestions.html#comm
• Be aware of the time limits of the interview and ensure that your answers are delivered in a concise, yet upbeat manner.
• Your attire should be business-like but not overly conservative. Men can wear khaki pants with casual blazers and a tie. For women, either khaki pants or skirt with a nice blouse is fine.

The First/Screening Interview

The screening interview will last from one to two hours.  Interview questions are often compiled by the human resource department and administrators before being delegated to specific screening committee members by the chair. Each candidate will be asked the same questions, usually in the same order though follow-up questions may vary depending on your response.

The Final Interview

Once first-round interviews are complete, the screening committee ranks candidates and presents three to five names of the most competitive candidate to administration for further review. The final interview is usually held with the department dean or vice president.

If you are selected for the position, some colleges will arrange a third meeting with the college president for a final stamp of approval and negotiation of placement on the salary scale based on your prior teaching experience. At some public community colleges you will only be “officially hired” once the governing board meets and approves your selection (usually biweekly or monthly).

Additional Junior College Career Resources

The Chronicle of Higher Education (both online and print version) provides a weekly listing of academic opportunities. It also publishes a series of articles in “The Two Year track’  by Rob Jenkins on teaching in the two-year college. The Chronicle also hosts an online job forum at chronicle.com/forums/

The American Association of Community Colleges provides much information about two-year colleges and publishes a compendium called National Profile of Community Colleges: Trends and Statistics, which provides comprehensive information on community colleges.

The ERIC Clearinghouse for Community College provides  a database of journal articles and documents regarding community colleges across the country.

The League for Innovation in the Community College is an international organization and contains information on member colleges as well as hosting job information and hosts a “jobnet.”

Many states post notifications of open community college listings. See, for example, the Web site of the California State Chancellor’s office, www.cccco.edu.

Works Cited

Adelman, Clifford. “Executive Summary: Moving into Town–and Moving On: The Community College in the Lives of Traditional-Age Students.” US Dept. of Educ. Office of Vocational and Adult Education. Feb. 2005. 19 Oct. 2006 <http://www.ed.gov/print/rschstat/research/pubs/comcollege/index.html>.

American Association of Community Colleges. 2006. 15 June 2006 <http://www.aacc.nche.edu/>. Path: About Community Colleges; Fast Facts.

Cataldi, Emily F., Ellen M. Bradburn, and Mansour Fahimi. 2004 National Study of Postsecondary Faculty (NSOPF: 04): Background Characteristics, Work Activities, and Compensation of Instructional Faculty and Staff: Fall 2003. US Dept. of Educ. Natl. Center for Educ. Statistics. Dec. 2005. 19 May 2006 <http://nces.ed.gov/pubsearch>.

“The Devaluing of Higher Education: The Annual Report on the Economic Status of the Profession 2005-2006.” Academe Mar.-Apr. 2006: 24-105.

Engaging Students, Challenging the Odds. CCSSE: Community College Survey of Student Engagement. 2005 Findings. Community College Leadership Program, Austin: 2005.

Pierce, David. “What You Need to Know about Two-Year Colleges.” Peterson’s Two-Year Colleges 2006. Lawrenceville: Thomson Peterson’s, 2006. 3-5.

“Views and Characteristics of Community College Professors.” Chronicle of Higher Education 28 Nov. 2005: B10.

Are you interested in becoming a special education teacher?  This interview with Brandi Flannery, a special education teacher in Colorado, will give you insight into:

• the job description of a special education teacher, including details about a “typical day”
• the training and requirements for becoming a special education teacher
• the differences between a regular teacher and a special education teacher in terms of responsibilities and salary
• the potential rewards and frustrations associated with being a special education teacher

Continue reading…

Are you considering going back to school for your Master’s in Education with a specialization in Curriculum and Instruction?  The below interview with a current teacher, Brandi Flannery, will give you detailed information on her experience with one particular program – the Curriculum, Instruction and Assessment program at Regis University.  She discusses the length, cost, curriculum, likes, dislikes and the career opportunities associated with this program.

Continue reading…

The field of early childhood education typically relates to preschool or day care learning centers, with children ranging from infant to age 5. If you love interacting with children, watching them grow, teaching them and helping them develop at a young age, a career in early childhood education may be a good fit.

Duties of an Early Childhood Education Teacher

People who work in early childhood education have slightly different duties depending on where they work, and what title they hold. Overall, the responsibility of an early childhood education professional is to teach young children, mostly through play and creative activities. Your job would include developing your students’ vocabulary and experience with basics such as colors, shapes, and numbers to get them ready for entering kindergarten.

In addition to educational and play activities, preschool teachers have the secondary responsibilities of setting and maintaining schedules, dealing with conflict between children, maintaining discipline and providing the children with naps and snacks.  For centers that accept children younger than 3, feeding, diaper changing and potty training may also be a part of your job.

As you can imagine, a high degree of patience is a must for working with toddler-aged children.  Toddlers have high energy and short attention spans, and can display difficult behaviors such as biting, hitting, pinching, and throwing temper tantrums.

It’s important that parents be able to trust you as the person watching their young, impressionable children.  You can gain that trust through a professional and caring appearance, and good communication skills. The children themselves should also be able to trust you so they can interact and learn from you.  Above all else, you should be prepared to set a good example and be a role model to the children you teach.

Training for a Career in Early Childhood Education

The type of training you will need to get into this field will vary greatly depending on the state you’re in, but also more specifically on where you work. Usually, public schools and daycare centers that are funded with government money will have strict rules on the training and certifications you need. However, the requirements are not as extensive as they are for K-12 teachers.

In California for example, the state offers 6 levels of child development permits.  For an assistant, the requirement is just 6 semester credits of early childhood coursework, which is usually attained with two classes. The highest permit available is for a child development program director where the requirement is a Bachelor’s degree or 12 semester credits combined with another credential and some supervised field experience.

Looking into the specifics of what you want to do may be the best place to start. If you are serious about getting everything you can on your resume, look for a credential that will benefit you in the job place that you want, and consider getting certified in CPR and or first aid through the Red Cross or American Heart Association. Many employers are starting to ask all employees to be certified in CPR or first aid, but some will help pay for your certification once you are hired. You can also become a member of the National Association for Education of Young Children. While this is again not an official credential – and it is not required, it can show you’re serious about being the best at your job. The association provides members with resources and materials that are relevant to your field in early childhood education. Membership costs vary by state.

Benefits of an Early Childhood Education Degree

Even in centers where a degree is not always required, having one could benefit you if you can afford to invest some time and money.  Some employers who don’t require degrees, do prefer them, so having the degree will give you an advantage if you’re competing in a tough market. If you’re really passionate about early childhood education, having a degree will allow you time to grow and develop skills that will help you be a better teacher and caregiver.

If one of your goals is to one day run your own daycare or preschool center, having a degree, and continuing your education longer will help you be better prepared. While some states don’t require licensing for all daycare teachers, they may require degrees or higher credentials for the directors who run the programs.

Another possible benefit that you may get from your degree is earning more trust from parents. Even if you’re in a place where a degree is not required, being able to tell parents that you do have that background, can make them feel better about leaving their young ones with you.

View a list of schools offering online Early Childhood Education degrees, conveniently available in distance-learning format.

Early Childhood Education Teacher Salaries

Unfortunately, becoming a preschool or daycare teacher does not generally pay as much as a traditional teaching position (K-12). People who take jobs in early childhood education are most happy when they know not to expect huge financial gains, but instead learn to find joys in teaching young children and watching them grow and learn.

The bureau of labor statistics reports that according to the occupational employment statistics the median salary in 2008 for this industry was $23,870. The highest paid preschool or daycare teachers make just over $41,000.

View a list of online Early Childhood Education degrees.

Are you interested in being a school principal?  This article can help you by outlining:

• The duties of a school principal
• The average salary of a school principal
• The challenges of being a new school principal
• The qualities of a good school principal

Continue reading…

Many teachers see becoming a principal as a logical next step in their career evolution, perhaps because it is often perceived to be a viable way to make “real” money while continuing to stay in the field of education. Assuming that you are already a licensed teacher, here are 4 steps that you should take towards becoming a principal.

Step 1: Gain Leadership Experience

Teachers who are interested in transitioning to a principal role often begin by volunteering for leadership committees or instructional leadership teams within their school to gain experience and build their resumes. If you have a good relationship with your current principal, you can also schedule time to discuss professional aspirations and get advice and direction.

Alternatively, some teachers will choose to leave the classroom and go into a Reading Specialist or Learning Coach position as a path towards becoming a principal. Both of these positions work closely with a principal and are instrumental in helping with curriculum planning and staff professional development.

Step 2: Earn your Master’s Degree

Along with leadership experience, you’ll want to consider earning your master’s degree. When choosing a master’s in education degree program, most aspiring principals will select a specialization that will provide them core knowledge in the administration field. For example, a common specialization is Administrative Leadership or Professional Leadership. These programs provide curriculum on leadership, human resources, and budgeting and also provide an opportunity for a hands-on internship with a practicing principal.

You can find a local program or you can consider an online Master’s Degree in Educational Leadership and Administration, which has the convenience of being completed while you continue to work and with more flexible hours.

Step 3: Get your Principal License

Requirements to become an administrator vary from state to state. There are no Federal requirements as each state’s Department of Education sets those rules. In the state of California, you are required to obtain your Administrative Services credential.. In the state of Florida, you must pass the FELE exam (Florida Educational Leadership Examination) in order to gain their certification in Educational Leadership. In New York, you must gain your School Building Leader (SBL) certificate, which is earned by completing a master’s degree and passing the School Building Leader Assessment test. Another example is the PLACE Principal test in Colorado.

Step 4: Land a Principal Job

Once you have the proper license in place, it does not mean that you will immediately find a position as a principal. Or, you may find it difficult to find a position at a school you want to work at. Networking can certainly help. Most states and even some school districts will have some type of Administrators Association that can be joined. For example, in California, you can join the Association of California School Administrators. In Florida, you can join the Florida Association of School Administrators. These types of associations can provide you with valuable contacts and allow you to become better known in the district’s administrative circles.

Another popular place for potential administrators to start is summer school. Applying for and getting a summer school administrative job is typically easier than getting a full time position during a regular school year. There are usually more open positions available for summer school administrative jobs. Although you are sometimes thrown into a summer school leadership situation without much guidance, it’s an invaluable experience. Furthermore, if you do well, it speaks volumes to your employer about your capabilities as a future administrator.

If you’re looking to gain some actual administrative experience before becoming a full-fledged principal, another option for you might be to try and gain district employment as an assistant principal (AP). Most AP’s work closely with their principal on a daily basis. They are usually put in charge of things like discipline, attendance and community building.

View a list of schools offering online Master’s in Educational Leadership and Administration, or read our companion article about the Duties of a School Principal to learn if the role is right for you.

Teachers across the country have a difficult job and are often under-appreciated and underpaid. For that reason, many continue to pursue higher education in order to advance themselves further in their positions and in pay grade. Doing so online is a convenient way for many because it allows them to continue their jobs as teachers while they complete their coursework.

According to the Bureau of Labor Statistics, plenty of job opportunities in the coming years should be available for those who choose to get a Masters degree in Education.

Advancement into Administration

Teachers can move into higher paid administrative positions without a Masters degree but it often takes many years of experience with a good reputation as teachers. Some of the people they compete with for the positions already have higher degrees.

In private schools, principals are more commonly found with just Bachelors degrees, but competition is sometimes greater in public schools, giving those with higher degrees better chances. Also, in some states, principals and other administrators may need to be licensed or certified to work those positions. In those cases, a Masters degree is also required for the license or certification.

Advancement into Post-secondary Teaching

To work in post secondary teaching positions at colleges and universities, Masters degrees are often a requirement for faculty positions. While you go to school to continue your education, it is possible to hold a job at a university as a graduate teaching assistant. Some institutions provide financial support to do so.

Why Online?

For this advanced degree, taking it online is popular because it offers flexibility in time. An online degree program’s schedule allows students to complete work when ever they have time instead of showing up to class on a regular basis.

For some, getting a Masters degree is a priority that gets pushed back a few years later while the basic teaching career kicks off, so it’s a good idea to develop a plan early on that details where you want to go in your career.

Will it pay off?

While teachers at public schools can earn around $50,000 per year, administrators at public schools such as principals make more than $85,000 per year according to data gathered by the bureau of labor statistics. Some administrators at post secondary institutions like Deans, make more than $100,000. In addition to pay, these positions offer good benefits and tenure that protects their job security.

Even if you want to continue teaching and not pursue administration or post-secondary teaching, teachers who have higher degrees can earn significantly more money in the same teaching positions.  The amount that the employer can compensate for your higher degree can vary, however.  One student, in Colorado, reported a $8,000 increase in pay after receiving his Masters in Education online.  Since advancement to administrative positions is not for everyone, consider the cost of the degree based on the pay increase you will see if you stick in the same teaching position.

View a list of online teaching degrees to find a program that’s right for you.

Teachers have a huge role in educating a work force and helping shape the future. It’s a job that is often under appreciated, and therefore may not be right for anyone. High school teachers often feel an added pressure to prepare their students either to go into college or to go into the career world. The job requires people who are patient and who have excellent communication skills to be able to teach students and make them understand concepts, but also to communicate with parents. Good teachers must also be able to command respect.

As far as job stability, teachers shouldn’t have problems putting their degrees to use right away. The bureau of labor statistics estimates an average and steady job growth for all teachers. The continuing demand is a natural result of having to replace teachers as they retire, and from growing populations. In addition, demand for teachers is always high in most rural and inner city schools.

Are you Ready?

If you want to become a high school teacher, the process is similar to becoming a teacher at an elementary or middle school level.

All public schools in the United States require teachers to become licensed, usually by the state board of education. The minimum requirement to get licensed to become a teacher is a Bachelors degree, which for high school teachers can be in any subject they are interested in teaching for instance English or math. It is helpful to spend the last year as student teachers; otherwise, some places may require teaching specific programs after earning the Bachelors degree.

Teaching licenses don’t often transfer from state to state. The state must evaluate the license and determine if it is compatible. If it is not, they can ask you to take their own licensing test.

Other specific requirements to become teachers can vary by state, or school district. Private schools for instance differ in that they don’t always require a license to teach, but in turn teachers working there often earn less.

Some teachers also choose to get a national certification, but it is usually not required. The benefit however is that it often allows teachers to earn a higher pay depending on the school or district they work in. Having more credentials, certifications, a higher degree than a Bachelors, or having majored in high interest fields like special education or science can make teachers more attractive to schools, therefore increasing their pay.

Average pay for high school teachers in the United States is $54,390, but getting to that pay can take time, and considerable investment in your own education. Among the schools that average the highest pay for teachers are Illinois, New York, Connecticut, California, and New Jersey.

High school teachers can earn extra money like other teachers by working summers, taking on administrative duties, or teaching an extracurricular activity, or by pursuing other jobs during the summers off. Those interested in teaching should consider the amount of time required to get into the career with a minimum of four years, and the long hours that the job usually requires.

Are you ready to become a teacher or earn your Masters in Education to earn more at your current teaching job?  View our list of online teaching degree programs.

An interview with Jonathan who works a teacher for a high school in Portland, Oregon.

Q: Can you tell us who you are currently employed with?

A: A high school in Portland Oregon.  Rather not say which one.

Q: What is a typical day like for you?

A: I teach at a high school and I teach a zero hour class so I get to school before 7 and teach from about 7:30 till 2:30. I have 6 classes I teach a day and a prep period, which I occasionally substitute during.

Q: How long have you been at this job?

A: 5 years.

Q: Can you tell us a little about your background and school experience?

A: I got my bachelors in English and a certification in English at University of Oregon.  I started teaching, but wanted the pay bump that comes from having a Masters degree.

Q: What is your online degree in and what school did you get it from?

A: Masters of Arts in Teaching from Kaplan University.

Q: What led you to seek an online degree?

A: Time constraints.  I don’t want to give up my job, but I wanted to rise through the pay scale or maybe in a few years become a principal.  Also the cost per credit was very comparable to getting a degree at a traditional school.

Q: What did you like most about the program?

A: Not a lot to be honest.  Just that it was available and I that I could complete it.

Q: What did you dislike most about the program?

A: Constant reading, group projects with people who don’t do their work and are as busy as I am, or extremely lazy.

Q: Have you only ever worked on an online degree?

A: No.  I have a bachelor’s degree already.

Q: How do online classes compare to being in a “brick & mortar” classroom setting?

A: Less interaction with people tends to happen.  You don’t get to really know or understand how the teacher or other students feel about the issues you are discussing.  I don’t feel I “learned” as much.

Q: What were the teachers like?  What was the interaction with the teachers like?

A: Limited, but similar to being in a lecture hall type class.  Teachers told me what I needed to know and let us do it.  They didn’t hold our hands or micromanage. I liked that.

Q: Did you connect to the university or the other students?  Why?

A: No, but my time was limited.  I had papers to grade and other things to do, so I did not spend a lot of time talking with other students beyond what was required.

Q: Would you do another degree, or your next degree, online or would you choose a campus-based program?

A: I would choose a campus based program, because I prefer being in the classroom and interacting with others.  It is hard however, to argue with the ease of the online structure.

Q: Was it difficult to get motivated without a set class time?

A: No, it wasn’t hard to get motivated, just hard to find the spare time when I had other work to do.

Q: Was your subject well-suited to an online program?  Why or why not?

A: I would say no.  I believe Education is something that requires hands on interaction and discussion.

Q: Do employers respect your degree?

A: I don’t know. That my degree came from an “online” program doesn’t seem to matter to the school district I work for.

Q: Have you encountered any stereotypes about having an online degree?  If you have what are they?

A: No, I have encountered no stereotypes.

Q: What recommendations and advice would you give for those thinking about getting an online degree in this field?  With this school?

A: I’m very neutral on this.  I wouldn’t say one way or the other in regards to the school, but I would say make sure you are the type of student who likes to study “on their own”.