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 >>

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.

• 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

Q:  What is your job title and where are you employed?

I am a Special Education Teacher PC/EH at Allendale Elementary School in Arvada CO.

Q:  How long have you been a special education teacher?

I’m entering my fourth year as a special education teacher.

Q:  How would you describe the role of a special education teacher?

In the position of a special education teacher you are responsible for developing a schedule for your students based on their disability, the degree of the disability, the types of services required, and the areas of academic weaknesses.  You must be able to think and work flexibly and interact with a variety of personalities.  You must be able to accurately complete IEP [Individualized Education Plan] paperwork for each student and make sure it is in compliance with state requirements.

Q:  Did you have a different career or teaching focus prior to being a special education teacher?  If so, what was it and what motivated you to change careers?

I was in the computer information systems major at the Metropolitan State College of Denver.  I decided to change majors because I had been working at a daycare as an afternoon PE teacher and left the day care to become a secretary at a chiropractic office.  It was then that I started to realize how much I missed the kids and how much I missed teaching.  It was shortly after that that I decided to switch majors.

Q: What type of training did you have to become a special education teacher?  Was this training optional or mandatory?

There were both optional and mandatory training in order to become a special education teacher.  The mandatory was, of course, earning my undergraduate degree, which was a Bachelor of Arts in Special Education.  I had classes, field hours, observation, practicum and then student teaching.  The test that you need to take to become “highly qualified” in special education in order to get your license is the Programs for Licensing Assessments for Colorado Educators (PLACE) test. You take it after you have completed all of the classes in your degree program.

The test that you need to take to become “highly qualified” in special education in order to get yourlicense is the Programs for Licensing Assessments for Colorado Educators (PLACE) test. You take it afteryou have completed all of the classes in your degree program. More information about the test canbe found at http://www.place.nesinc.com. My undergraduate degree was a Bachelor of Arts in SpecialEducation.

The training that was optional happened when I volunteered.  Some of that happened in high school.  I would go to the special education classroom during my open hours of the day or after school.  Newer experience has been tutoring after school and on weekends and coaching a running team of mostly learning disabled students.  I chose to do the optional training because it’s good experience for me and for the students.  It has helped because the more background I have, the better able I can appropriately serve my students.

Q: Are there different types or focuses of special education teachers?

Yes, there are different focuses for special education teachers.  I am a generalist and this means that I have training in all forms of disability from mild, moderate to severe.  Most teachers in our district are generalist.  Learning disabilities make up about 80% of students in special education which means that most teacher across the nation should be generalists as well. However, this type of training is surface level and doesn’t go into much depth about each disability.  It mostly focuses on learning disabilities since that is what the majority of students in special education have.

Some special education degrees focus only on the moderate and severe.  At this point I wouldn’t be surprised if there are degrees for more targeted areas such as ASD [Autistic Spectrum Disorder] and ED [Emotional Disability].

Q:  What types of disabilities are there?

Some examples of mild disabilities are things like learning disabilities and ADD [Attention Deficit Disorder].   Some examples of moderate disabilities are things like co-morbid disabilities meaning that the student has multiple disabilities such as ADD and a learning disability.  A student may also have a cognitive delay or more significant speech/language needs.

Q:  What do you like best about your job and why?

The best part of my job is working with the students because they are so different from each other and have their own stories.  I also like that I get to spend individual or small group time with my students.  I like being to talk regularly about their goals and our progress together.

Q:  What do you like least about your job and why?

The worst part of my job is the bureaucracy of it all.  I get frustrated with all of the laws, paperwork and issues with parents and administration.

Q:  Can you give an example of something that was particularly frustrating?

One example of a time when I have been frustrated with the law is when we as a district moved to the RTI [Response to Intervention] method of identifying students.  It was a new law for everyone that was poorly explained and a lot of students who needed to have an IEP [Individual Education Plan] had to wait while everyone figured out the process.  I get frustrated with paperwork because it is very time consuming and we do not have time in the instructional day to work on it.  We have to do it before and after school or weekends and that should be time for planning.

Also, parents are sometimes difficult to work with because they can disagree about service plans and it feels like they are attacking you.

Q:  What is an Individual Education Plan (IEP)?

An IEP is an Individual Education Plan that is written for students who are in special education that need different/modified instruction. It is written every year and it details the student’s current academic levels, sets goals for the upcoming year and defines which accommodations are appropriate for the student.

What is the Response to Intervention method?

Response to Intervention (RTI) is a law that is the new way of identifying a student with a disability.  When a student is suspected of having disability teachers must provide intervention such as small groups, a double dose of instruction or intensive skill work.  If the student responds to the intervention then they are most likely not a special education student.  If they do not respond to the intervention they may need special education.  Before a student is placed into special education RTI must have been implemented at three different tiers with sufficient progress monitoring.

Q:  Describe your typical day on the job.

A typical day on the job for me is different every day.  I get to school at about 7:00 am and this gives me 45 minutes to prep for the day or do paperwork.  At 7:45 I have a running club until 8:15 am.  From 8:15 until 8:45 I finish prep work for the day.  From that point on I have non-stop groups in the morning.  Some classes are co-taught and some are pull out groups.  The first group is math (60 mins) followed by an encoding group (45 minutes), math again (60 minutes), writing (45 minutes), encoding group (45 minutes) and a comprehension group (30 minutes).  I have a lunch and plan period in the middle of the day.  Once the students leave for the day I am able to organize, plan and complete paperwork.  Each day is different, but the instructional focus stays the same for awhile since in special education we don’t move on until the student meets mastery levels of a skill.

Q:  What is an “encoding group”?

Encoding is when students work on spelling by connecting sounds to letters and study the make up of words.  The encoding group is actually part of a research based intervention program called the Wilson Program.  Students who are in this group typically have either dyslexia or disgraphia.  Students may have as little as 45 minutes a day to 90 minutes a day.  I work with two encoding groups who are part of 90 minutes a day.  The speech and language pathologist works with those students for the other 45 minutes on decoding or learning how to read words.

Q: How many students do you work with?

I work with students who are both identified as special education students as well as those who just need a little extra help.  In my co-taught math classes I have 33 students which are a mix of students with IEP [Individual Education Plan] and those who a just a little behind.  The number of students I have is always changing because of students coming and going throughout the year and students being placed on IEPs midyear. The number if students on IEPs this year is 23.

Q: What type of special education needs / conditions do they have?  What training do you provide them?

I have students with mild and moderate needs and I deal with mostly students who have a learning disability or ADD/ADHD.  The “training” I provide them is in the form of developing skills to access the general curriculum and eventually to be a successful member of society.

Q: How is this job different than that of a regular teacher?

This position is different in that you must have a lot more patience, know how to differentiate, modify and provide accommodations at an appropriate level for each student.  Another difference is the IEP [Individual Education Plan] paperwork and other documentation. Another difference is that we work with smaller groups.  Our work is also much more skill based.  Administering assessments is part of the difference, but that trend is fading due to the Response to Intervention approach for identifying students with special needs.

Q:  Is there a difference in salary between a special education teacher and a regular teacher?

Unfortunately, there is not a difference in pay for special education teachers and general education teachers in Jefferson County Public Schools.  I’m not sure about other districts or states.  However, other members of my team are on a higher pay scale.  These people include the speech and language pathologist, school psychologist and occupational therapist.

Q:  In your opinion, is there a greater demand for special education teachers than for regular teachers?  In other words, is it easier to find a job?

There is definitely a greater demand for special education teachers than for general education teachers.  That is true in our district as well as others across the state and I assume the country.   I feel confident that if I needed to change schools that I would be able to find a job much easier than a general education teacher.  The number of applicants is a fraction of what they are for a general education position.

Q:  What traits do you feel are necessary to be successful as a special education teacher?

To be a successful special education teacher you really need to have a passion for what you do.  The students will know and will respond better to you.  You must show respect for all types of learners so that your students feel valued.  You need to have a lot of resources and background knowledge in your area.  You need to understand that these conditions are extremely difficult on families and therefore the relationship with families is difficult at times.

Q:  Would you recommend this career to someone else?

I would recommend this position to someone else if they had the passion and the patience.  Some people are so clearly meant to be a teacher and being a special education teacher is truly rewarding.

Q:  Can you give an example of a student whose progress you are particularly proud of and what role you played in that progress?

I’m particularly proud of a student that I had last year.  I worked with her for 45 minutes a day on decoding words and comprehending what she read.  She made a lot of progress over the year and was almost on grade level when we did her final reading assessment.  A majority of her progress was because of her hard work.  Part of it was that she bonded to me and really worked well for me.  Having that positive relationship with a student is sometimes what determines how much growth they will make that year.

Q: What is your next career move, if any?

My next career move is to stay in special education for awhile then try general education.  Once I have a lot of experience I may consider teaching at a college.  I think I would really enjoy working with adults who are training to become a teacher.

View a list of online special education degrees.

Q:  What school did you attend?

I attended Regis University at the Lowell campus.  This was a hybrid type program where most of the classes were online, but a couple were campus based.

Q:  What was the exact name of the program?

The name of my program was Curriculum, Instruction and Assessment.

Q:  Can you give some examples of classes that you had to take?

I had to take some multicultural classes, assessment classes, classes about best practice in instruction and classes that analyzed available curriculum.

Q:  Can you give an example of a book that was required as part of your program that you particularly valued?

A particular book that I liked was Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock.  It had great information about instruction that I’m able to implement often and it is a quick read.

Q:  Can you give an example of a teacher that you particularly liked and why?

A teacher that I really liked was Sharon Sweet.  She was pretty intimidating, but I think that made my work better.  I knew she would take anything that was less than perfect and I worked harder to meet her higher standards.

Q:  Can you give an example of an assignment that challenged you and provided you with significant learning value?

The most meaningful assignments were in my multicultural classes.  It gave me perspective into the lives of not only ELL [English Language Learner] students, but SPED students [Special Education students] as well because there are a lot of overlapping needs/characteristics.  It held a lot more meaning for me because I worked on them most of the time when I was in Mexico which made it much more authentic.

Q:  What were your favorite classes and why?

My favorite classes are the same as above, the multicultural classes.

Q:  What specific lessons did you take from the program that you actually use in your everyday job tasks?

The lessons that helped me the most were ones on differentiation, cooperative learning and setting meaningful goals with the students. These lessons of course help with my everyday tasks because I get to use these skills with the students if I am going to provide effective instruction.

Q:  What was the most important class from the program?

The most important class in this program was the one that pulls everything together, which was the research project class.  Knowing how everything fits together and having to produce a meaningful project is the most important thing you can do to become a better teacher.

Q:  Why did you choose to go back to school?

I value education and wanted to deepen my background knowledge.  There is not a set curriculum in special education and I wanted to feel like the program design that I make for my students has meaning and is the right approach.

Q:  What did you learn with this specialization?

I learned a lot about differentiation in core curriculum and how to develop meaningful assessment as well as best practices in instruction.

Q:  What career paths does it open up within education for you?

From this point on I could take a position outside of the classroom and work on finding and developing curriculum for school districts.

Q:  How would things be different for you if you hadn’t received this training?

If I didn’t have this training I wouldn’t have as many opportunities as I do now.  I also wouldn’t have the depth of knowledge that I do or the confidence that I now have for designing program plans for students on an IEP [Individual Education Plan].

Q:  How long was the program?

This program was two years long.

Q:  How much did it cost for you to complete the program?

It cost around $10,000-$12,000 total which included tuition and books.

Q:  Did you receive any financial aid or scholarships?

No, I didn’t.

Q:  Did you go to school on a full-time or part-time basis?

I went to school on a full time basis.  So I worked all day then worked on my class work at night and on the weekends.

Q:  Did you consider other programs?  If so, why did you choose the one you did?

I didn’t consider other programs.  I only looked into doctorate work for adult learning so that I could teach college.  I may still one day pursue that avenue.

Q:  Are various programs consistent in what they teach you or will it vary significantly between different universities?

From what I gathered, the information would be pretty similar for Curriculum, Instruction and Assessment no matter which university I attended.

Q:  Were you happy with the training that you received?

I’m in the middle as far as how happy I am with my training.  Some parts were really meaningful and some parts weren’t. Of course I’m happy with the classes that were meaningful for my position and that I thought I could use later in my career.  However, there were some classes that I didn’t think were that beneficial.  If nothing else, at least it taught me discipline.

Q:  What classes did you not find beneficial?  Why?

Once class that didn’t benefit me was a human development class and it wasn’t very helpful because that was all review.  As part of my undergraduate I had to take multiple classes about human development.  Another class that was not very beneficial was an instructional leader class.  It wasn’t helpful because it was unclear what the objectives were, the assignments were poorly developed and I felt it was graded very subjectively.  I made it through okay, but it wasn’t pleasant.

Q:  Would you recommend this school to someone else? Why or why not?

I would recommend Regis University for someone who wants more professional background or wants to change fields into designing curriculum, instruction or assessment.

Q:  Who would be a good candidate for this specialization?  Why would someone choose this specialization?

A good candidate would be someone who wants more background knowledge or wants to develop curriculum, instruction or assessments.  Someone who wants more windows of opportunity would benefit from this program.

Q:  If you could do it all over again, would you?

If I could do it all over again I would.  I think that information I got and the skills I developed were well worth it.

Q:  What was the most difficult part of the program for you?

Writing the research paper was the most difficult part of the program.   It took a lot of time and really required thought from all of the classes.  I had to go back through all of the information I had obtained thus far and then find tons of more information and quickly learn that too.  I wish I had taken a writing class that focused on APA so that writing in that form wasn’t so difficult.

Q:  About how many other students were in your classes?

There were about 15-20 students in each class.  For the research project part one there were six students and by the time we got to part two I was one of three.

Q:  For your particular program, are there any special licenses or certifications that you need to receive before getting a job?  If so, what are they and what do they entail?

Based on my program, if I would like a job in designing curriculum or assessments I do not need any additional certification.  I would only need my transcript and resume.

Q:  How was the experience of online classes versus a classes taught in a classroom setting?

Online classrooms have pros and cons.  The cons are that it is impersonal and you never get to see who you are working with.  You also must have some level of technology skills so that you can learn how to navigate in an online learning environment. The pros are that you can work at your convenience and the learning is more self directed.

Q:  Did you feel that you were able to learn as well as you would have in the classroom setting?

I always said that I would learn online just as well as I do in the classroom, however, now that I’ve done it I have changed my mind.  I think being around people and bouncing your ideas off of each other and having those deeper conversations is much more beneficial when it is done in person. The only downfall is that in our adult busy lives the opportunities for those experiences are less common.

View a list of online schools offering Master’s Degrees in Curriculum and Instruction.

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.

• 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

Being a school principal is certainly not an easy job where you can kick back and collect your paycheck each month.  On average, principals work more hours than classroom teachers.  And their responsibility and stress level can be high as a result of frequent meetings with disgruntled parents, unruly children, and budget-conscience district leaders.  In many ways, being a principal is comparable to being the CEO of a small company.

After-school Event Attendance

Principals of all school levels – elementary through high school – have community and event responsibilities outside of regular school hours.  However, high school principals tend to have more of these commitments due to sports and other extracurricular activities that don’t exist with younger age groups.

High school principals are usually expected to be at most big varsity sporting events – in part to show their support but primarily to ensure a safe and orderly event.  Boys basketball and football are mandatory, especially if it’s against a rival team where tensions run high.  Some of the evening is spent in the parking lot defusing potential fights and looking for underage drinking.  Quite often, parents at these types of games can be as disruptive as the kids.

Other activities that often require a principal’s attendance include PTA meetings, theatre performances, orchestra, band and chorus concerts, student art exhibits, graduation ceremonies and academic events such as spelling bees, back-to-school nights, honor society inductions and science fairs.

School Budget and Human Resources

Most people don’t realize that one of the duties of a school principal is to control the budget of the school.  They are responsible for making sure the funds allotted by the district are spent correctly and not exceeded.  Principals report directly to the executive level at the district in regards to any and all budget matters.

Additionally, school principals are in control of the hiring and firing of certified and classified employees.  This includes narrowing down a resume pool, the interviewing process, and finally contacting human resources to generate an offer letter.  Once an employee has been hired the principal is required to provide written evaluations to that person on a regular basis.

Student Discipline

Discipline is another large part of a principal’s duties.  At the high school level there is often a “Dean of Discipline” or a group of assistant principals who rotate through and help the principal with disciplinary matters.  At the middle school level, there may be an assistant principal who helps with discipline, but the principal is still involved.  At the elementary level, having an assistant principal is often an exception to the rule so principals will handle most if not all of the discipline.  With all of the other responsibilities within an elementary school this can be a heavy burden and can take up much of your time.

Working with Parents

Parents come in all shapes and sizes.  Some are very hands-off with their children to the point that they require incentives such as raffles to get them to attend even the most important school events.  Others are extremely involved and want to be part of every decision regarding their child.  Some have tempers and will yell and curse and even threaten violence.  Others will be calm, polite and reasonable.  In all cases, principals need to apply diplomacy and care to each parent situation in order to best meet the educational, social and safety needs of the child.

Salary of a School Principal

Principal salaries depends on the school level (e.g. elementary, middle, high), years of service and educational credits.  In general, you can expect a principal starting salary to be approximately double that of the starting salary for a teacher, which offers a compelling reason to make the shift from teaching to administration.

Salaries can vary widely between states.  Below are some sample salaries for California, Florida, Texas and New York to give you an idea of the variation.

Note:  Information was gathered as of September 2010 and numbers were rounded.  Assumes a Master’s Degree.  Ranges within a given state depend on the school district as well as the level (high school, middle school, or elementary school).  We recommend that you contact a specific school district to get a precise salary schedule for a principal position.

Challenges for New Principals

New principals should realize that they will typically be placed in a challenging school.  It may be in a low socio-economic area and/or have a poor academic record.  New principals not only have to navigate a new position with more responsibilities, but also face some tough day to day school challenges.  Being a school administrator is stressful, demanding, and requires many different levels of diplomacy and patience.  With that said, it can be very rewarding to see students succeed and watch a community come together around a school.

Qualities of Good School Principals

Based on the aforementioned duties, school principals need to have the following characteristics:

• Enjoys working with children and the community
• Has business smarts to effectively control the budget and deal with human resource duties such as hiring and firing
• Has a great deal of patience to effectively work with upset parents and students
• Can effectively discipline students
• Has a flexible schedule to accomodate student events outside of normal school hours

If a school principal’s job still interests you, we recommend that you read the article How to Become a School Principal to learn what education and training you will need to be eligible to apply for principal jobs.  Or, go straight to browsing our list of online Master’s degrees in Educational Leadership and Administration.

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.

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.

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.

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”.