Art educator skills for your resume and career

Three soft skills stand out most: an ability to see the big picture, an ability to "read" people, and an ability to make a convincing argument for your design solution(s).
i. An ability to see big picture: there are an infinite number of details in graphic design, whether you work in website design on the front or back end, or in print media with physical outputs. It's easy to get caught up on the details, especially when clients are making specific demands about things such as paper type. A skilled designer must be able to see beyond the details and look at the big picture for an effective design solution. For example, a client may be asking for an invitation design for an up-coming event. A skilled designer will ask questions and dig in, eventually uncovering that perhaps for a successful event, the client also needs a splash page and social media, either in place of or in addition to an invitation. A skilled designer addresses design problems holistically, rather than minutely.
ii. An ability to "read" people: designers are trained in art-specific vocabulary. Hue, saturation, pixels, gestalt...most non-art folks don't use or speak that language. When clients are describing their goals, they aren't using art-vocabulary. It's a designer's job to translate what the client is saying into an advanced and effective creative solution. They must be able to speak and understand the language of non-creative folks, as well as the language of the broader creative industry.
iii. An ability to make a convincing argument for your design solution(s): many young and inexperienced designer tend to get their hearts broken when a client smashes one of their [very well thought-out] ideas. Rather than rolling over, a designer must learn to navigate how best to build support for their idea(s). That might mean in some instances you work more fluidly with the client throughout the design process, so that they feel they have ownership in the development of the solution. In other instances it might mean that the designer is presenting options, rather than a single solution, so that the client feels empowered to make choices throughout the design process. And in some instances, it might be a matter of better explaining and presenting your idea to a client; perhaps the designer needs to push back more, perhaps they need to provide more research as to why their solution is best, or maybe they simply need to present it with more excitement and enthusiasm.

This completely depends on which sector of the graphic design industry you're involved in. Generally speaking, a working knowledge of the Adobe Creative Suite is essential, with expertise in other software as it applies to your field. I also find it refreshing and highly effective when designers can begin exploring and developing solutions in an more analog fashion on the front-end of projects, before jumping to the computer. For example, it's easier to visually organize complex ideas via a post-it/mood board wall in which you can physically move ideas around, especially when you're working with a team, which is more common than not.

The daily workload of an educator varies greatly by the grade level, subject area, and needs of the students served. If the grade level is a "tested" year, this means that the expectations and pressures are typically higher in that standardized test scores are used to make high-stakes decisions about the student's progress, the teacher's effectiveness, and the school's and district's reputation. Similarly, if a grade level is one associated with a benchmark (all students reading at grade level) or for foundational skills (learning to read). Secondary teachers are also held responsible for end of year progress of their students - especially for subjects like English, Science, and Math. In the state of Texas, educators spend a minimum of four hours a day on teaching/instruction. Teachers must also spend time planning their instructional lessons, grading students' work, attending to students' and accommodations for learning English as a second language or for special education. The accommodations are not only in practice but also in required paperwork. Furthermore, teachers spend time responding to the behavioral, emotional, and mental health needs of their students; often partnering with other resource personnel in their school or district. Teachers also work with parents, guardians, or care-givers and communicate via meetings, phone, email and in-person visits. Educators are required to engage in a minimum number of professional development hours per academic year as well. In the state of Texas, educators are required to complete 150 continuing professional education clock hours over a five year renewal period. Many teachers spend time on the weekends and during the summer months attending to their teaching or professional development responsibilities. Some educators take on a second job during the summer months to supplement their income, as well. Finally, the above is the minimum expected of teachers. Many, if not most teachers, truly care about their students and engage far beyond the minimum by sponsoring extracurricular activities and building relationships with students. Excellent educators also are often tapped for additional roles such as serving as a mentor or cooperating teacher for pre-service teachers engaging in field work as required by their educator preparation program. When all is factored in to a typical day in the life of an educator, including instructional time, preparation, paperwork, accommodations, compliance with rules and regulations, professional development, relationship-building, and supporting future educators, it is usually well above a typical 8 hour workday and 40 hour work week.