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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 319 | 0.00% |
| 2020 | 288 | 0.00% |
| 2019 | 297 | 0.00% |
| 2018 | 294 | 0.00% |
| 2017 | 291 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $44,444 | $21.37 | +2.2% |
| 2024 | $43,491 | $20.91 | +1.1% |
| 2023 | $43,003 | $20.67 | +2.1% |
| 2022 | $42,101 | $20.24 | +1.8% |
| 2021 | $41,371 | $19.89 | +2.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Alaska | 739,795 | 103 | 14% |
| 2 | Massachusetts | 6,859,819 | 901 | 13% |
| 3 | Colorado | 5,607,154 | 751 | 13% |
| 4 | New Hampshire | 1,342,795 | 144 | 11% |
| 5 | North Dakota | 755,393 | 84 | 11% |
| 6 | Vermont | 623,657 | 69 | 11% |
| 7 | Utah | 3,101,833 | 324 | 10% |
| 8 | Washington | 7,405,743 | 646 | 9% |
| 9 | Arizona | 7,016,270 | 646 | 9% |
| 10 | Minnesota | 5,576,606 | 518 | 9% |
| 11 | Oregon | 4,142,776 | 373 | 9% |
| 12 | Rhode Island | 1,059,639 | 92 | 9% |
| 13 | Delaware | 961,939 | 84 | 9% |
| 14 | Alabama | 4,874,747 | 376 | 8% |
| 15 | Kansas | 2,913,123 | 236 | 8% |
| 16 | New Mexico | 2,088,070 | 167 | 8% |
| 17 | Nebraska | 1,920,076 | 158 | 8% |
| 18 | Idaho | 1,716,943 | 138 | 8% |
| 19 | Montana | 1,050,493 | 87 | 8% |
| 20 | Wyoming | 579,315 | 47 | 8% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Dubuque | 1 | 2% | $39,007 |
| 2 | Plymouth | 1 | 1% | $44,590 |
| 3 | Fontana | 1 | 0% | $57,932 |
University of Kansas
Hiram College
International Association of Administrative Professionals
Dr. Joseph Oluwole: The ability to build and sustain relationships with staff for climate and culture and with parents for family and community relations, all to support the holistic success of students.
Dr. Joseph Oluwole: My general advice is to seek out administrator and professor mentors who can provide a sounding board and encouragement through the emotional roller coaster that administration can be. I cannot overstate the importance of supportive mentors to the success of a new graduate beginning as an administrator. Even the State of New Jersey, for instance, recognizes the importance of mentoring and created a formal program for new assistant principals and principals to seek support from experienced mentors under the state's New Jersey Leaders to Leaders (NJL2L) program.
Hamlet Hernandez: This is difficult question to answer. If money is your driver, you may be frustrated. Clearly having a Sixth-Year
diploma in education is much more marketable than simply having the 092 certification. It is my hope that the
demos see the great value of and connection to, education has on a thriving democracy. Recognizing this
importance may result in higher wages but it may not....do the right thing, for the right reasons, and the right
way and you will be rewarded intrinsically and maybe even monetarily.
Hamlet Hernandez: Entering the field of public-school administration is not for the faint of heart. I would encourage all graduates
to think deeply as to why they have chosen to enter the field; it is noble and worthy of our time and talent to
become leaders in public education that contribute to the betterment of society through selfless service, so that
all students receive an appropriate and equitable education. Dispositionally, we would converse about the
importance of patience and compassion and how steady leadership not showy leadership will transcend
expectations. I would also add it is always about who gets the benefit of your work and not the credit.
On a practical level, I would encourage young administrators to balance their professional life with the other
equally important parts of their life. Administration is stressful and demanding, and at times lonely. Knowing
yourself and embracing personal and professional growth will sustain you through swerve of sway of
leadership.
University of Kansas
Department of Educational Leadership and Policy Studies
Dr. Joseph Novak: The pandemic has heightened the awareness and in addressing the needs of all stakeholders affiliated with schools. The resulting stress, anxiety, and uncertainty exacerbated by the pandemic has led to a need for more support services for students, staff, and parents. The pandemic has also exposed a lack of training and resources for successful and effective virtual learning. Even though, schools may return to face-to-face learning, the growing use and popularity of virtual learning begs for additional resources and learning. Finally, the pandemic has created a real financial uncertainty for schools. Until the federal, state, and local economies recover and thrive, education will be faced with lay-offs and detriments to needed services.
Dr. Joseph Novak: The obvious technical skills employers in the education field will look for is an entrepreneurial competency in the use of emerging technologies and associated applications to reach students via the virtual venue.
Jennifer McCreight: Anyone who has spent time teaching knows that a work day entails an immense amount of pre-planning, ingenuity, patience, energy, and skills in collaboration. Recent graduates will need to embrace this, while adding the challenge of welcoming back learners who may have been learning remotely or in a blended environment over the past year. In order to learn more about the needs of students who have been learning outside of the physical classroom, educators will certainly spend a great deal of time determining each child's growth, as well as the academic challenges they may be facing - and then creating lessons and experiences that will support them.
Just as importantly, teachers will need to support the social and emotional needs of all students in heroic ways, as these learners have persevered through the stresses and grief we've all experienced during the pandemic. As educators we are just learning what this might mean in terms of their needs moving forward. Graduates entering classrooms will need to pay close attention to this, and respond supportively and in partnership with families and colleagues.
Jennifer McCreight: Tech skills have increasingly played a central role in K-12 classrooms, as educators have at their fingertips devices and applications that are incredible assets to learning - from accessibility features, to interactive presentations that gather real-time info on students' understanding of content, to the ability of the students themselves to create videos, podcasts, and more. Teachers entering classrooms must be able to recognize the powerful gains that can be made in students' learning as a result of incorporating technologies, and know when and how to use it to support them. And of course, recent graduates entering classrooms will be expected to move between the platforms of Zoom or Google Meet, to bring in learners who may be at home, and to engage them actively in learning experiences - which is no small task!
Just as importantly, though, as we come out of the pandemic and reckon with children's and adolescents' increased use of screens, educators may also find that we need to use technology in classrooms more sparingly when possible. They will continue to ask themselves, even more urgently than they did pre-pandemic, whether technologies add to educational experiences or complicate them. Graduates will be faced with these questions as they move into their own classrooms, and we joyfully adjust to the eventuality of more in-person learning. This will be a wonderful challenge to face - that is, determining what innovations have resulted from the constraints of the pandemic, and what we will be happy to let go of when we are able. I am sure educators will embrace these conversations with zeal!
Veronica Cochran: Those entering the administrative profession in the upcoming years will find it beneficial to understand what it means to be a strategic partner to their direct manager/supervisor, department, and organization at-large. As strategic partners, their role will extend beyond being a support person. It will involve strategically aligning oneself to fulfilling the organization's mission and vision while achieving business outcomes and success. The following skills will optimize both professional and organizational effectiveness:
1. Time management and organization
2. High EQ and interpersonal communication
3. Leadership effectiveness and accountability
4. Relationship management - (high inclusion capacity and high collaboration)
5. Problem-solving and innovation
6. Strategic planning and adaptability