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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,917 | 0.00% |
| 2020 | 1,832 | 0.00% |
| 2019 | 1,891 | 0.00% |
| 2018 | 1,836 | 0.00% |
| 2017 | 1,746 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $76,229 | $36.65 | +2.2% |
| 2024 | $74,611 | $35.87 | +1.1% |
| 2023 | $73,768 | $35.47 | +1.0% |
| 2022 | $73,056 | $35.12 | +2.0% |
| 2021 | $71,600 | $34.42 | +2.3% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 173 | 13% |
| 2 | Oregon | 4,142,776 | 494 | 12% |
| 3 | Montana | 1,050,493 | 129 | 12% |
| 4 | Virginia | 8,470,020 | 960 | 11% |
| 5 | Minnesota | 5,576,606 | 515 | 9% |
| 6 | Colorado | 5,607,154 | 510 | 9% |
| 7 | Idaho | 1,716,943 | 157 | 9% |
| 8 | Pennsylvania | 12,805,537 | 966 | 8% |
| 9 | Nebraska | 1,920,076 | 159 | 8% |
| 10 | Illinois | 12,802,023 | 957 | 7% |
| 11 | North Carolina | 10,273,419 | 703 | 7% |
| 12 | Arizona | 7,016,270 | 524 | 7% |
| 13 | Maryland | 6,052,177 | 449 | 7% |
| 14 | New Mexico | 2,088,070 | 147 | 7% |
| 15 | Connecticut | 3,588,184 | 226 | 6% |
| 16 | Kansas | 2,913,123 | 162 | 6% |
| 17 | Wyoming | 579,315 | 33 | 6% |
| 18 | New York | 19,849,399 | 1,033 | 5% |
| 19 | Delaware | 961,939 | 51 | 5% |
| 20 | District of Columbia | 693,972 | 34 | 5% |
Linda Vogel Ph.D.: The easy answer is to apply to a school/district in a higher SES urban area. However, small, rural schools are in desperate need of effective teachers and also for effective school and district leaders. Few educators who remain in the classroom or who take on leadership roles are motivated primarily by the financial rewards, so one needs to understand what motivates them and what contexts they feel most comfortable and fulfilled.
Linda Vogel Ph.D.: The ability to support diverse student needs is paramount now and will likely only increase in the future. Also, the ability to look at challenges with flexibility. This may include hybrid/blended/virtual learning options to meet student needs. Partnerships with community agencies and businesses will also likely be an increasing strength in the future as education options become more competitive.
Dr. Matthew Ohlson Ph.D.: Become knowledgeable and most importantly, comfortable, sharing the data and impact you’ve had as a school leader. The use of data is so imperative to show progress towards long and short-term goals, for example: attendance gains, teacher retention rates, etc. School leaders can seek more compensation and larger responsibilities in more prominent roles when they are able to show how their leadership made a difference. Annual impact reports, data snapshots, student/teacher testimonials, etc. can illustrate how your leadership impacted teaching and learning.