Education:
65%
Bachelor's Degree
19%
Master's Degree
Career/Technical Education Teachers, Middle School
This is a sub-career of
Career or Technical Education Teacher
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Job Outlook:
Little or no change
Education:
Bachelor's degree
Salary
High:
$99,250.00
Average:
$67,680.00
What they do:
Teach occupational, vocational, career, or technical subjects to students at the middle, intermediate, or junior high school level.
On the job, you would:
- Instruct students individually and in groups, using various teaching methods, such as lectures, discussions, and demonstrations.
- Prepare materials and classrooms for class activities.
- Adapt teaching methods and instructional materials to meet students' varying needs and interests.
Important Qualities
Communication skills. Career and technical education teachers must explain concepts in terms that students can understand.
Organizational skills. Career and technical education teachers must coordinate their time and teaching materials.
Patience. Working with students of different abilities and backgrounds can be difficult. Teachers must be even-tempered with students to develop a positive learning environment.
Resourcefulness. Teachers need to create different ways of presenting information and demonstrating tasks so that all students learn the material.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
|
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92% | Integrity - Job requires being honest and ethical. | |
|
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89% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
|
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89% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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89% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
|
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88% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
|
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85% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
|
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85% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
|
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84% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
|
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83% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
|
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80% | Persistence - Job requires persistence in the face of obstacles. | |
|
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80% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
|
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80% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
|
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77% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
|
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77% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
|
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77% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
|
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73% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
|
100% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
|
|
72% | Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art. | |
|
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56% | Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service. | |
|
|
56% | Conventional - Work involves following procedures and regulations to organize information or data, typically in a business setting. Conventional occupations are often associated with office work, accounting, mathematics/statistics, information technology, finance, or human resources. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
|
83% | 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. Corresponding needs are Co-workers, Moral Values and Social Service. | |
|
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72% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
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72% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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61% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
|
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56% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. | |
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56% | Support - Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
78% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
|
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
|
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75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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75% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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72% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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72% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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72% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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72% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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69% | 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. | |
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69% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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56% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
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56% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
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56% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
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53% | Far Vision - The ability to see details at a distance. | |
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53% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. | |
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53% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
|
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59% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
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57% | 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. | |
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57% | Speaking - Talking to others to convey information effectively. | |
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57% | Instructing - Teaching others how to do something. | |
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57% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
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55% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. | |
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55% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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54% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
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52% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. |
Job Details
Responsibilities
Maintain inventories of materials, equipment, or products.
Distribute instructional or library materials.
Order instructional or library materials or equipment.
Establish rules or policies governing student behavior.
Monitor student performance.
Teach others to use technology or equipment.
Apply multiple teaching methods.
Maintain student records.
Set up classroom materials or equipment.
Develop instructional objectives.
Plan educational activities.
Modify teaching methods or materials to accommodate student needs.
Administer tests to assess educational needs or progress.
Prepare tests.
Evaluate student work.
Enforce rules or policies governing student behavior.
Evaluate student work.
Assign class work to students.
Monitor student performance.
Monitor student behavior, social development, or health.
Evaluate student work.
Create technology-based learning materials.
Develop instructional objectives.
Encourage students.
Advise students on academic or career matters.
Discuss problems or issues with supervisors.
Discuss student progress with parents or guardians.
Discuss student progress with parents or guardians.
Plan educational activities.
Document lesson plans.
Develop strategies or programs for students with special needs.
Assist students with special educational needs.
Discuss problems or issues with supervisors.
Prepare reports detailing student activities or performance.
Plan experiential learning activities.
Attend training sessions or professional meetings to develop or maintain professional knowledge.
Collaborate with other teaching professionals to develop educational programs.
Collaborate with other teaching professionals to develop educational programs.
Serve on institutional or departmental committees.
Supervise school or student activities.
Coordinate student extracurricular activities.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
|
|
95% | Electronic Mail - How often do you use electronic mail in this job? | |
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91% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
|
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89% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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88% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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85% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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83% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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82% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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81% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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81% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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78% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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72% | Deal With Unpleasant or Angry People - How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? | |
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72% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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71% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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68% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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68% | Frequency of Conflict Situations - How often are there conflict situations the employee has to face in this job? | |
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68% | Telephone - How often do you have telephone conversations in this job? | |
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67% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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66% | Spend Time Standing - How much does this job require standing? | |
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65% | Public Speaking - How often do you have to perform public speaking in this job? | |
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58% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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56% | Letters and Memos - How often does the job require written letters and memos? | |
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55% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
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54% | Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
|
|
83% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
|
|
85% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
|
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82% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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82% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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80% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
|
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79% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
|
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79% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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78% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
|
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76% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
|
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75% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
|
|
74% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
|
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73% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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73% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
|
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72% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
|
|
71% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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70% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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68% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
|
|
67% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
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67% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
|
|
66% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
|
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66% | Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
|
|
66% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
|
|
65% | Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. | |
|
|
63% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
|
|
63% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
|
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61% | Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. | |
|
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60% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
|
|
55% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
|
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53% | Providing Consultation and Advice to Others - Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
What Career and Technical Education Teachers Do
Technical education teachers often work in classrooms and help students.
Career and technical education (CTE) teachers provide training in subjects such as auto repair, cosmetology, and culinary arts. They teach vocational and technical content to give students the skills and knowledge necessary to enter an occupation.
Duties
Career and technical education teachers typically do the following:
- Create lesson plans and assignments
- Instruct students on how to develop certain skills
- Show students how to apply classroom knowledge through hands-on activities
- Demonstrate and supervise safe and proper use of tools and equipment
- Monitor students’ progress, assign tasks, and grade assignments
- Discuss students’ progress with parents, students, and counselors
- Develop and enforce classroom rules and safety procedures
CTE teachers help students explore and prepare to enter a career or technical occupation. They use a variety of teaching methods to help students learn and develop skills related to a specific occupation or career field. They demonstrate tasks, techniques, and tools used in an occupation. They may assign hands-on tasks, such as replacing brakes on cars, taking blood pressure, or applying makeup. Teachers typically oversee these activities in workshops and laboratories in the school.
Some teachers work with local businesses and nonprofit organizations to provide practical work experience for students. They also serve as advisers to students participating in career and technical student organizations.
The specific duties of CTE teachers vary by the grade and subject they teach. In middle schools and high schools, they teach general concepts in a classroom and practical exercises in workshops and laboratories.
In postsecondary schools, they teach specific career skills that help students earn a certificate, a diploma, or an associate’s degree and prepare them for a specific job. For example, welding instructors teach students welding techniques and safety practices. They also monitor the use of tools and equipment and have students practice procedures until they meet the standards required by the trade.
In most states, teachers in middle and high schools teach one subject within major career fields. CTE teachers combine academic instruction with experiential learning in their subject of expertise.
For example, teachers of courses in agricultural, food, and natural resources teach topics such as agricultural production; agriculture-related business; veterinary science; and plant, animal, and food systems. They may have students plant and care for crops and animals to apply what they have learned in the classroom.
For information about the programs for major career fields, visit Advance CTE.
Work Environment
Career and technical education teachers held about 212,100 jobs in 2022. Employment in the detailed occupations that make up career and technical education teachers was distributed as follows:
| Career/technical education teachers, postsecondary | 113,000 |
| Career/technical education teachers, secondary school | 88,000 |
| Career/technical education teachers, middle school | 11,100 |
The largest employers of career and technical education teachers were as follows:
| Elementary and secondary schools; state, local, and private | 45% |
| Junior colleges; state, local, and private | 20 |
| Technical and trade schools; state, local, and private | 20 |
| Colleges, universities, and professional schools; state, local, and private | 7 |
| State government, excluding education and hospitals | 4 |
Career and technical education teachers typically work in middle, high, and postsecondary schools, such as 2-year colleges. Others work in technical, trade, and business schools.
Work Schedules
Career and technical education teachers in middle and high schools generally work during school hours. They may meet with parents, students, and school staff before and after classes.
Some career and technical education teachers, especially those in postsecondary schools, teach courses and develop lesson plans during evening hours and on weekends.
Teachers usually work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work for summer programs.
Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session.
Getting Started
How to Become a Career or Technical Education Teacher
Teachers need years of experience in their field of expertise.
Career and technical education teachers typically need at least a bachelor’s degree and work experience in the subject they teach. Public schools may require a state-issued teaching certification or license.
Education
Career and technical education teachers generally need a bachelor’s degree in the field they teach, such as agriculture, engineering, or computer and information technology.
All states require prospective career and technical education teachers in public schools to complete a period of fieldwork, called a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom. For information about teacher preparation programs in your state, visit Teach.org.
Work Experience in a Related Occupation
Many career and technical education teachers need work experience in the field they teach. For example, automotive mechanics, chefs, and nurses typically spend years in their career before moving into teaching.
Licenses, Certifications, and Registrations
States may require career and technical education teachers in public schools to be licensed or certified. Requirements for certification or licensure vary by state, but generally involve the following:
- A bachelor’s degree with a minimum grade point average
- Completion of a student-teaching program
- Passing a background check
- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach.
For information on certification requirements in your state, visit Teach.org.
Career and technical education teachers who prepare students for an occupation that requires a license or certification may need to have and maintain the same credential. For example, career and technical education teachers who teach welding may need to have certification in welding. In addition, teachers may be required to complete annual professional development courses to maintain their license or certification.
Some states offer an alternative route to certification or licensure for prospective teachers who have a bachelor’s degree or work experience in their field but lack the education courses required for certification. Alternative programs typically cover teaching methods, development of lesson plans, and classroom management.
Advancement
Experienced teachers may advance to become mentors or lead teachers, helping less experienced teachers to improve their teaching skills.
Teachers may become school counselors, instructional coordinators, or principals. These positions generally require additional education, an advanced degree, or certification. An advanced degree in education administration or leadership may be helpful.
Job Outlook
Overall employment of career and technical education teachers is projected to show little or no change from 2022 to 2032.
Despite limited employment growth, about 14,800 openings for career and technical education teachers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
Some demand for these workers is expected over the projections decade due to continued interest in career and technical education programs in middle schools, high schools, and postsecondary institutions. However, this demand is likely to be tempered as schools continue to require students to take more academic classes.
In addition, public schools often depend on government funding for career and technical education programs. When budgets for these programs are reduced, employment growth for career and technical education teachers may be limited.
Contacts for More Information
For more information about career and technical education teachers, visit
Association for Career and Technical Education
For more information about teaching and becoming a teacher, visit
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of career and technical education teachers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Elementary, Middle, and High School Principals |
Elementary, middle, and high school principals oversee all school operations, including daily school activities. |
Master's degree | $101,320 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Instructional Coordinators |
Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, implement it, and assess its effectiveness. |
Master's degree | $66,490 |
|
Middle School Teachers |
Middle school teachers educate students, typically in sixth through eighth grades. |
Bachelor's degree | $61,810 |
|
Postsecondary Teachers |
Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. |
See How to Become One | $80,840 |
|
School and Career Counselors and Advisors |
School counselors help students develop academic and social skills. Career counselors and advisors help people choose a path to employment. |
Master's degree | $60,140 |
|
Special Education Teachers |
Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. |
Bachelor's degree | $62,950 |
|
Teacher Assistants |
Teacher assistants work with a licensed teacher to give students additional attention and instruction. |
Some college, no degree | $30,920 |
|
Adult Basic and Secondary Education and ESL Teachers |
Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading and speaking English. They also help students earn their high school equivalency credential. |
Bachelor's degree | $58,590 |
|
Kindergarten and Elementary School Teachers |
Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling. |
Bachelor's degree | $61,620 |