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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 671 | 0.00% |
| 2020 | 606 | 0.00% |
| 2019 | 623 | 0.00% |
| 2018 | 617 | 0.00% |
| 2017 | 611 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $93,752 | $45.07 | +2.2% |
| 2024 | $91,742 | $44.11 | +1.1% |
| 2023 | $90,713 | $43.61 | +2.1% |
| 2022 | $88,809 | $42.70 | +1.8% |
| 2021 | $87,271 | $41.96 | +2.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | South Dakota | 869,666 | 172 | 20% |
| 2 | South Carolina | 5,024,369 | 681 | 14% |
| 3 | West Virginia | 1,815,857 | 260 | 14% |
| 4 | Alabama | 4,874,747 | 516 | 11% |
| 5 | Louisiana | 4,684,333 | 453 | 10% |
| 6 | Oklahoma | 3,930,864 | 412 | 10% |
| 7 | Hawaii | 1,427,538 | 140 | 10% |
| 8 | Mississippi | 2,984,100 | 272 | 9% |
| 9 | District of Columbia | 693,972 | 63 | 9% |
| 10 | Massachusetts | 6,859,819 | 194 | 3% |
| 11 | Alaska | 739,795 | 19 | 3% |
| 12 | Vermont | 623,657 | 18 | 3% |
| 13 | New York | 19,849,399 | 374 | 2% |
| 14 | Colorado | 5,607,154 | 140 | 2% |
| 15 | Connecticut | 3,588,184 | 57 | 2% |
| 16 | Pennsylvania | 12,805,537 | 155 | 1% |
| 17 | New Jersey | 9,005,644 | 129 | 1% |
| 18 | Ohio | 11,658,609 | 120 | 1% |
| 19 | Michigan | 9,962,311 | 96 | 1% |
| 20 | Indiana | 6,666,818 | 68 | 1% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Davis | 1 | 1% | $111,513 |
| 2 | Fort Collins | 1 | 1% | $86,294 |
| 3 | Hartford | 1 | 1% | $122,541 |
| 4 | Boston | 2 | 0% | $103,805 |
| 5 | Baltimore | 1 | 0% | $96,794 |
| 6 | New York | 1 | 0% | $110,431 |
West Virginia University

Bluefield State College
West Virginia University
Department of Curriculum and Instruction/Literacy Studies
Stephanie Lorenze: They wish they knew, honestly. This uncertainty is challenging. We are supporting them as they approach this time with support in self-care and professional strategies for sustainability in the emotional and academic work of teaching.
Stephanie Lorenze: Legislators and communities who value their work through actions.

Amanda Banks Ph.D.: Adaptability and expertise in teaching diverse students in inclusive classrooms are growing focal points of many school districts nationally. With recent changes in federal education legislation (Every Student Succeeds Act, 2015), there has been a growing need for educators to universally design effective learning opportunities for a wide range of learners (Universal Design for Learning) to ensure students' academic progress regardless of their socioeconomic background or learning ability. Identifying potential teachers who can help students and schools successfully meet state and federal accountability standards is paramount to hiring committees.
Candidates should showcase any firsthand experiences they have in working with students within and outside of the classroom, especially diverse student populations (e.g., special education, bilingual education). Strong collaboration skills, content expertise, and instructional flexibility are three professional qualities that definitely set a candidate apart from the rest. Recent graduates who anticipate entering the job market in the near future should actively search for such volunteer opportunities if they didn't have these types of experiences in their preparation program.