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Job outlook for adjunct spanish instructors in the United States
Are adjunct spanish instructor jobs in demand?
Adjunct spanish instructor job and salary trends over time
Adjunct spanish instructor jobs over time
Adjunct spanish instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,029 | 0.00% |
| 2020 | 2,355 | 0.00% |
| 2019 | 2,568 | 0.00% |
| 2018 | 2,644 | 0.00% |
| 2017 | 2,814 | 0.00% |
Average adjunct spanish instructor salary over time
Adjunct spanish instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $62,704 | $30.15 | --0.1% |
| 2024 | $62,767 | $30.18 | +3.5% |
| 2023 | $60,660 | $29.16 | +4.0% |
| 2022 | $58,301 | $28.03 | +2.4% |
| 2021 | $56,947 | $27.38 | +3.5% |
Adjunct spanish instructor jobs by state
Most common states for adjunct spanish instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Alaska | 739,795 | 106 | 14% |
| 2 | Virginia | 8,470,020 | 922 | 11% |
| 3 | Colorado | 5,607,154 | 586 | 10% |
| 4 | South Carolina | 5,024,369 | 441 | 9% |
| 5 | Maryland | 6,052,177 | 476 | 8% |
| 6 | Oregon | 4,142,776 | 338 | 8% |
| 7 | Montana | 1,050,493 | 84 | 8% |
| 8 | North Carolina | 10,273,419 | 717 | 7% |
| 9 | Georgia | 10,429,379 | 707 | 7% |
| 10 | Massachusetts | 6,859,819 | 475 | 7% |
| 11 | Indiana | 6,666,818 | 444 | 7% |
| 12 | New Hampshire | 1,342,795 | 93 | 7% |
| 13 | Rhode Island | 1,059,639 | 76 | 7% |
| 14 | District of Columbia | 693,972 | 49 | 7% |
| 15 | New Jersey | 9,005,644 | 569 | 6% |
| 16 | Iowa | 3,145,711 | 193 | 6% |
| 17 | New York | 19,849,399 | 1,055 | 5% |
| 18 | Nevada | 2,998,039 | 138 | 5% |
| 19 | North Dakota | 755,393 | 38 | 5% |
| 20 | Vermont | 623,657 | 32 | 5% |
Most common cities for adjunct spanish instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Decatur | 1 | 1% | $63,526 |
| 2 | Phoenix | 1 | 0% | $51,876 |
Adjunct Spanish Instructor job outlook: Expert opinions
Our panel of adjunct spanish instructor experts
Tiffin University
Pennsylvania State University Altoona
Grambling State University
Skidmore College
College of Charleston
Shaw University
University of Nebraska-Lincoln
The University of Tennessee Knoxville
Oakland University
Merrimack College
The University of North Carolina Greensboro
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What will help Adjunct Spanish Instructors increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
What Adjunct Spanish Instructor skills would you recommend for someone trying to advance their career?
Roselyn Costantino Ph.D.: Most important advice: Take initiative and be productive.
Find practical ways to use skills even if unpaid. Volunteer work is good. Use language skills. Technology skills. Exploit technology skills around the area of interest. If you want to be a teacher find out what software they are using today; what research skills are they utilize. Make sure you log your activities during the gap year especially those that relate to the area in which you want to work. If you want to go into finance, and you're working at a lawn service, understand and learn the business model and the accounting. If you're working at Starbucks (or in any commercial environment), get a chance to do inventories, learn about the ordering process and sources and suppliers for those orders; and how people are scheduled for work. All of that is relevant experience for business.
The CFO and recruiter for Keystone Staffing Solutions emphasized having evidence in your resume of of being productive during the gap time, no matter if it's one, two or three years. Evidence of being productive is what recruiters want to see on your resume: He stresses: "What did you do to expand your knowledge and skills not only in your selected area but beyond. BEING PRODUCTIVE for yourself proves to be an indicator of how productive you will be for me."
Still on gap year. How to go about it? Use teachers, friends, family, anyone in the field or related to it to provide guidance, insight, suggestions. This can lead to projects or experience that will help in learning and growth.
What are the biggest trends we'll see in the Adjunct Spanish Instructor job market given the pandemic?
Dr. Cheyrl Ensley: The demand for teachers is still prevalent. Virtual job fairs and interviews are the current trends. Additionally, employees are looking more at the candidate's knowledge and comfort level with online teaching and using technology to impact student learning.
What Adjunct Spanish Instructor skills would you recommend for someone trying to advance their career?
Dr. Cheyrl Ensley: Training to be essential is critical. Increasing skills in using technology are necessary. Keeping students engaged and actively learning through technology is a crucial tool that will be extremely important to a teacher, whether teaching in person or virtually. Additionally, the gap year should be used to identify an area of interest for work. Once the site is specified, the graduate should build professional relationships and learn the site's culture.
What experience really stands out on Adjunct Spanish Instructor resumes?
Tillman W. Nechtman Ph.D.: In my home department, we've tried to stress that students need to ask themselves how they plan to tell their own story - how they want to present themselves - when they leave the college and head out on the job market. That's a personal question, one only the student can answer, and the answer shapes the things that a particular student will want to put on a resume. For instance, if you wanted to go to graduate school, we'd all suggest that you take the Thesis in History and put in the full-year work on a single research project.
That way, in your cover letter (and never underestimate the value of the cover letter as a tool for guiding potential employers through your CV and your other materials), you can narrate the work you did there. If you think your goal is to work in a museum setting, you should consider taking our class in Public History. That is a course that does a lot of directed research too, and it can span a year as well. But, it's a course that partners students with local public history institutions so that students get first-hand experience mobilizing historical research within a museum or institution of that sort. The key is for students to think about the story; they will tell potential employers. What are the things you did - that unique combination of courses and experiences - that make you stand out against the broader pool of applicants? How will you write that story in a cover letter so strong that nobody reading it will miss that you are the one candidate for the position? Be bold here. Make it clear. You stand out from the pack. Yes, perhaps other have taken a more traditional path to a specific job, but if that employer or graduate program wants somebody who can think outside the box or who brings in a different set of skills that just might shake things up in a positive way, well, make sure they know you're their candidate.
Will there be an enduring impact of the coronavirus pandemic on Adjunct Spanish Instructors?
Tillman W. Nechtman Ph.D.: I do think that we'd be mistaken to think that there won't be a lasting impact from this pandemic on those who graduate while it is ongoing. Economically, there will be ripples for some time. That seems obvious. But, there are other issues to consider too-psychology, for instance. Seniors in the graduating class of 2019 did not get a graduation ceremony to mark that pivotal moment in their lives and in their learning. That's a loss. It needs to be recognized as such. And, it's but one example of the kind of losses we're all experiencing and which we all need to recognize. There is grieving that will need to be done once we've passed through the emergency of this pandemic.
For those who can make a comparison, the pandemic is not unlike getting a dramatic and life-altering medical diagnosis. It changes you. You don't just go back to being who you were before. Of course, History teaches us to appreciate that - the way life is an ongoing journey. Each step makes us a different person than we were before. To reflect more on the economics of this and the specifics of the job market, though, I would say that the pandemic has pushed a number of graduates that I know from last year back home to their parents' houses. Even those who have been fortunate enough to secure work have jobs that are remote right now, and rather than settle in near their jobs, and folks have opted to go home, hunker down with the family, and work from their old bedrooms. Those are the fortunate ones. I know many graduates from last year who did not secure work, and, in that way, I compare the class of 2019 to those who graduated during the Great Recession and struggled through that economic turmoil. Within the academy, hiring freezes will certainly hurt those with Ph.D.'s who are on the market. There simply aren't jobs right now. At my institution, we're still not even certain we can hire people on a temporary basis to replace colleagues going on sabbatical next year. Those sorts of decisions would have been made months ago in normal times. It's hard for me to imagine that that sort of dislocation won't cause economic and career ripples across time.
What experience really stands out on Adjunct Spanish Instructor resumes?
Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.
What type of skills will young Adjunct Spanish Instructors need?
TaVshea Smith: As a professor of education, I have noticed that there are a variety of skills that young graduates will need to enter the workforce. Young graduates should collaborate with others by building collaborative relationships that represent diverse cultures, lifestyles, races, genders, religions, and viewpoints. It is essential for young graduates, who enter the teaching profession, to be able to work in a team structure and know-how to manage conflict. The pandemic has shown us that technology is critical in education. As teachers, young graduates should know existing digital technologies and demonstrate significant adaptability to new technologies to integrate into their design of lessons and curriculum content. Young graduates must have a strong work ethic, demonstrate personal accountability, and establish effective work habits.
What experience really stands out on Adjunct Spanish Instructor resumes?
Suzanne Kemp Ph.D.: Any work or volunteer experiences that they have had with students with disabilities. All of the graduates will have the same school experiences, and if they don't have anything else, they don't stand out from their peers. Additionally, they have to know that principals and professional school talk, so they have to do a great job in their in-school experiences, so their names are remembered and shared.
What Adjunct Spanish Instructor skills would you recommend for someone trying to advance their career?
Suzanne Kemp Ph.D.: They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate.
Dr. Misty Anderson Ph.D
Department Head, English, Affiliate Professor of Theatre and Religious Studies, President, Tennessee University Faculty SenatesThe University of Tennessee Knoxville
College of Arts and Sciences
What type of skills will young Adjunct Spanish Instructors need?
Dr. Misty Anderson Ph.D: When they tell us, we believe businesses are looking for people who can write well, think critically, be creative, and research ideas. That's precisely what English majors do. But they also bring a strong sense of empathy that comes from reading literature and from thinking about point of view when they write. Our ability to understand one another is crucial to democracy and the success of various fields, from medicine to marketing, to entrepreneurship, and honestly, everything.
Are there any particularly good places in the United States for Adjunct Spanish Instructors to find work opportunities?
Dr. Misty Anderson Ph.D: And as long as Tennessee continues to expand broadband access, those jobs can be anywhere. We're incredibly excited when we hear about young people returning home or moving into small towns where they can run businesses and work remotely.
How do you envision technology impacting Adjunct Spanish Instructors in the next 5 years?
Dr. Misty Anderson Ph.D: No one knows precisely what the future jobs will look like, but every indication is that the best ones will involve writing and communicating at a distance. We talk about how English majors have "robot-proof" futures. That human touch, through sound, honest communication, is irreplaceable.
Robert Anderson
Associate Professor & Department ChairOakland University
Department of English
Are there any particularly good places in the United States for Adjunct Spanish Instructors to find work opportunities?
Robert Anderson: We have had graduates find work in a wide range of places-running social media for radio stations, working with the Detroit Pistons, the FBI, libraries, advertising agencies, large multinational corporations, editing and publishing, teachers, and law firms-indeed, I think it would be hard to come up with an industry where an English degree couldn't take you. Sometimes, the biggest obstacle facing English graduates is that their degree opens so many paths that they don't know which way to go. When students come to me to ask for career advice, I tell them to think about the kind of environment they want to work in-the sort of physical workplace, the environment, the sector-and then, do some research to find what employers in those places look for, and find ways to show that the things they have learned can meet those expectations.
What type of skills will young Adjunct Spanish Instructors need?
Russell Olwell Ph.D.: I have found that flexible students can use technology and connect with students who are getting jobs, but it is taking longer and can be frustrating!
Are there any particularly good places in the United States for Adjunct Spanish Instructors to find work opportunities?
Russell Olwell Ph.D.: In the field I work the most in, education, the labor market has been volatile, with positions being held until the last minute due to budget pressures then proceeding quickly. Job seekers who kept their eyes open, had identified places they wanted to work, and had their materials ready to go were rewarded.
April Dawkins Ph.D.
Assistant ProfessorThe University of North Carolina Greensboro
Library & Information Science Department
What technology do you think will become more important and prevalent for Adjunct Spanish Instructors in the next 3-5 years?
April Dawkins Ph.D.: Technology in schools is rapidly changing. Many schools have been transitioning to a one-to-one device environment in the last decade (the pandemic has put a rush on this for some districts who have been late to adopt this model). School librarians have played a significant role in the early adoption of technology and providing classroom teachers training in its practical use. In the current pandemic, school librarians have helped parents and students access technology for learning, such as online classrooms, ebooks and audiobooks, and other digital learning tools. School librarians are also powerful advocates for equity of access for all students by ensuring students have access to devices, stable broadband and the internet, and digital resources for learning and reading. While school librarians can advocate for these things, it will require a significant commitment at local, state, and national levels to ensure that ALL students truly have equity of access.
For the future, I see a growing need for school librarians to be knowledgeable about technology tools that have excellent accessibility features and promote individualized learning. We live in a world where students need to create new content and explore new ideas. Therefore, school librarians need to be well-versed in audio and video creation tools, and know the potential for augmented and virtual reality as learning tools.