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Career profile Kindergarten Teacher

Also known as Bilingual Kindergarten Teacher, Classroom Teacher, Educator, Instructor, Kinder Teacher, Kindergarten Classroom Teacher, Kindergarten Teacher, Teacher, Title One Kindergarten Teacher, Transitional Kindergarten Teacher

Kindergarten Teacher

Also known as Bilingual Kindergarten Teacher, Classroom Teacher, Educator

Interests Profile
  • Social
  • Artistic
  • Enterprising
Pay Range
$37,360 - $91,980 (annual)
Required Skills
  • Social Perceptiveness
  • Instructing
  • Active Listening
Knowledge Areas
  • Education and Training
  • Psychology
  • Mathematics
Core tasks
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
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What does a Kindergarten Teacher do?

Kindergarten Teachers teach academic and social skills to kindergarten students.

What kind of tasks does a Kindergarten Teacher perform regularly?

Kindergarten Teachers are often responsible for overseeing or executing some or all of the following tasks:

  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.
  • Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, or social skills, to preschool students with special needs.
  • Demonstrate activities to children.
  • Read books to entire classes or to small groups.
  • Guide and counsel students with adjustment or academic problems, or special academic interests.
  • Observe and evaluate children's performance, behavior, social development, and physical health.
  • Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.
  • Prepare and implement remedial programs for students requiring extra help.
  • Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.
  • Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations.
  • Establish clear objectives for all lessons, units, and projects, and communicate these objectives to students.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  • Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.
  • Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children.
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  • Meet with other professionals to discuss individual students' needs and progress.
  • Instruct and monitor students in the use and care of equipment or materials to prevent injuries and damage.
  • Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
  • Prepare, administer, and grade tests and assignments to evaluate students' progress.
  • Confer with other staff members to plan and schedule lessons that promote learning, following approved curricula.
  • Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.
  • Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.
  • Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.
  • Plan and supervise class projects, field trips, visits by guest speakers, contests, or other experiential activities, and guide students in learning from those activities.
  • Supervise, evaluate, and plan assignments for teacher assistants and volunteers.
  • Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.
  • Administer standardized ability and achievement tests and interpret results to determine students' strengths and areas of need.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Attend staff meetings and serve on committees, as required.
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  • Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.

The above responsibilities are specific to Kindergarten Teachers. More generally, Kindergarten Teachers are involved in several broader types of activities:

Thinking Creatively
Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Organizing, Planning, and Prioritizing Work
Developing specific goals and plans to prioritize, organize, and accomplish your work.
Establishing and Maintaining Interpersonal Relationships
Developing constructive and cooperative working relationships with others, and maintaining them over time.
Developing Objectives and Strategies
Establishing long-range objectives and specifying the strategies and actions to achieve them.
Making Decisions and Solving Problems
Analyzing information and evaluating results to choose the best solution and solve problems.

What is a Kindergarten Teacher salary?

The median salary for a Kindergarten Teacher is $57,860, and the average salary is $61,170. Both the median and average roughly describe the middle of the Kindergarten Teacher salary range, but the average is more easily affected by extremely high or low salaries.

Many Kindergarten Teachers earn significantly more or less than the average, due to several factors. About 10% of Kindergarten Teachers earn less than $37,360 per year, 25% earn less than $46,280, 75% earn less than $72,440, and 90% earn less than $91,980.

Between the years of 2020 and 2030, the number of Kindergarten Teachers is expected to change by 8.1%, and there should be roughly 13,500 open positions for Kindergarten Teachers every year.

Median annual salary
$57,860
Typical salary range
$37,360 - $91,980
Projected growth (2020 - 2030)
8.1%

What personality traits are common among Kindergarten Teachers?

Interests

Career interests describe a person's preferences for different types of working environments and activities. When a person's interest match the demands of an occupation, people are usually more engaged and satisfied in that role.

Compared to most occupations, those who work as a Kindergarten Teacher are usually higher in their Social and Artistic interests.

Kindergarten Teachers typically have very strong Social interests. Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.

Also, Kindergarten Teachers typically have moderate Artistic interests. Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.

Values

People differ in their values, or what is most important to them for building job satisfaction and fulfillment.

Compared to most people, those working as a Kindergarten Teacher tend to value Relationships, Achievement, and Working Conditions.

Most importantly, Kindergarten Teachers very strongly value Relationships. Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment.

Second, Kindergarten Teachers strongly value Achievement. Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment.

Lastly, Kindergarten Teachers strongly value Working Conditions. Occupations that satisfy this work value offer job security and good working conditions.

Psychological Demands

Each occupation brings its own set of psychological demands, which describe the characteristics necessary to perform the job well.

In order to perform their job successfully, people who work as Kindergarten Teachers must consistently demonstrate qualities such as dependability, integrity, and adaptability/flexibility.

Below, you'll find a list of qualities typically required of Kindergarten Teachers, ranked by importance:

Dependability
Job requires being reliable, responsible, and dependable, and fulfilling obligations.
Integrity
Job requires being honest and ethical.
Adaptability/Flexibility
Job requires being open to change (positive or negative) and to considerable variety in the workplace.
Concern for Others
Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
Persistence
Job requires persistence in the face of obstacles.

What education and training do Kindergarten Teachers need?

Many Kindergarten Teachers will have a four-year bachelor's degree, but some do not.

Kindergarten Teachers usually need several years of work-related experience, on-the-job training, and/or vocational training.

Educational degrees among Kindergarten Teachers

  • 1.5% did not complete high school or secondary school
  • 12.5% completed high school or secondary school
  • 20.5% completed some college coursework
  • 13.5% earned a Associate's degree
  • 35.3% earned a Bachelor's degree
  • 15.4% earned a Master's degree
  • 1.2% earned a doctorate or professional degree

Knowledge and expertise required by Kindergarten Teachers

Kindergarten Teachers may benefit from understanding of specialized subject areas, such as education and training, psychology, or mathematics knowledge.

The list below shows several areas in which most Kindergarten Teachers might want to build proficiency, ranked by importance.

Education and Training
Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Psychology
Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
Mathematics
Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
Sociology and Anthropology
Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.

Important Abilities needed by Kindergarten Teachers

Kindergarten Teachers must develop a particular set of abilities to perform their job well. Abilities are individual capacities that influence a person's information processing, sensory perception, motor coordination, and physical strength or endurance. Individuals may naturally have certain abilities without explicit training, but most abilities can be sharpened somewhat through practice.

For example, Kindergarten Teachers need abilities such as oral expression, written comprehension, and oral comprehension in order to perform their job at a high level. The list below shows several important abilities for Kindergarten Teachers, ranked by their relative importance.

Oral Expression
The ability to communicate information and ideas in speaking so others will understand.
Written Comprehension
The ability to read and understand information and ideas presented in writing.
Oral Comprehension
The ability to listen to and understand information and ideas presented through spoken words and sentences.
Written Expression
The ability to communicate information and ideas in writing so others will understand.
Problem Sensitivity
The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.

Critical Skills needed by Kindergarten Teachers

Skills are developed capacities that enable people to function effectively in real-world settings. Unlike abilities, skills are typically easier to build through practice and experience. Skills influence effectiveness in areas such as learning, working with others, design, troubleshooting, and more.

Kindergarten Teachers frequently use skills like social perceptiveness, instructing, and active listening to perform their job effectively. The list below shows several critical skills for Kindergarten Teachers, ranked by their relative importance.

Social Perceptiveness
Being aware of others' reactions and understanding why they react as they do.
Instructing
Teaching others how to do something.
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Speaking
Talking to others to convey information effectively.
Learning Strategies
Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

What is the source of this information?

The information provided on this page is adapted from data and descriptions published by the U.S. Department of Labor, Employment and Training Administration under the CC BY 4.0 license. TraitLab has modified some information for ease of use and reading, and the U.S. Department of Labor, Employment, and Training Administration has not approved, endorsed, or tested these modifications.

If you have any questions or suggestions about this information, please send a message.