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Job outlook for education directors in the United States
Education director job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected education director job growth rate is 7% from 2018-2028.
About 15,500 new jobs for education directors are projected over the next decade.
Education director salaries have increased 7% for education directors in the last 5 years.
There are over 12,665 education directors currently employed in the United States.
There are 24,774 active education director job openings in the US.
The average education director salary is $62,123.
Are education director jobs in demand?
Education director job and salary trends over time
Education director jobs over time
Education director job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 12,665 | 0.00% |
| 2020 | 11,560 | 0.00% |
| 2019 | 11,870 | 0.00% |
| 2018 | 11,679 | 0.00% |
| 2017 | 11,513 | 0.00% |
Average education director salary over time
Education director salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $62,123 | $29.87 | +2.2% |
| 2025 | $60,792 | $29.23 | +1.1% |
| 2024 | $60,110 | $28.90 | +2.1% |
| 2023 | $58,848 | $28.29 | +1.8% |
| 2022 | $57,829 | $27.80 | +2.5% |
Education director jobs by state
Most common states for education directors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 185 | 27% |
| 2 | Iowa | 3,145,711 | 585 | 19% |
| 3 | Arkansas | 3,004,279 | 518 | 17% |
| 4 | Oklahoma | 3,930,864 | 493 | 13% |
| 5 | Alabama | 4,874,747 | 541 | 11% |
| 6 | Louisiana | 4,684,333 | 523 | 11% |
| 7 | Mississippi | 2,984,100 | 319 | 11% |
| 8 | Vermont | 623,657 | 56 | 9% |
| 9 | Massachusetts | 6,859,819 | 508 | 7% |
| 10 | Minnesota | 5,576,606 | 363 | 7% |
| 11 | Connecticut | 3,588,184 | 253 | 7% |
| 12 | New Hampshire | 1,342,795 | 99 | 7% |
| 13 | Illinois | 12,802,023 | 767 | 6% |
| 14 | Arizona | 7,016,270 | 439 | 6% |
| 15 | Colorado | 5,607,154 | 335 | 6% |
| 16 | Delaware | 961,939 | 58 | 6% |
| 17 | New Jersey | 9,005,644 | 482 | 5% |
| 18 | Virginia | 8,470,020 | 390 | 5% |
| 19 | Maryland | 6,052,177 | 285 | 5% |
| 20 | Wyoming | 579,315 | 30 | 5% |
Most common cities for education directors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Wilmington | 2 | 3% | $62,020 |
| 2 | Clermont | 1 | 3% | $55,699 |
| 3 | Culver City | 1 | 3% | $75,150 |
| 4 | East Palo Alto | 1 | 3% | $85,538 |
| 5 | Gadsden | 1 | 3% | $54,386 |
| 6 | Dubuque | 1 | 2% | $60,907 |
| 7 | Aurora | 2 | 1% | $58,692 |
| 8 | Boca Raton | 1 | 1% | $56,558 |
| 9 | Carmel | 1 | 1% | $57,729 |
| 10 | New York | 15 | 0% | $72,575 |
| 11 | Los Angeles | 5 | 0% | $75,200 |
| 12 | Boston | 3 | 0% | $74,221 |
| 13 | Philadelphia | 3 | 0% | $58,135 |
| 14 | Jacksonville | 2 | 0% | $54,916 |
| 15 | Baton Rouge | 1 | 0% | $59,744 |
| 16 | Detroit | 1 | 0% | $60,762 |
Education Director job outlook: Expert opinions
Our panel of education director experts
Soka University of America
Marymount University
Northwestern State University of Louisiana
Ohio University
Medaille College
West Virginia University
Purdue University
Midland University
University of West Georgia
Boston University
SUNY College at Oswego
Utah Valley University
Nicholls State University
California State University, San Bernardino
University of Kansas
Hiram College
What general advice would you give to an Education Director?
Linda Vogel Ph.D.: First, graduates from a BA program with teacher licensure should teach for at least two years before considering a MA program with principal licensure. This way, they understand school processes and challenges before seeking to lead change in the education system. Also, being a master teacher in whatever subject area you teach will increase your credibility with teachers in the building you lead once you obtain your principal license. In Colorado, the administrator license is for district-level/superintendent positions, so it is best to first obtain your principal license and work as a principal for a few years before earning the administrator license. Also, the building-level leadership experience enhances one’s chances of securing a district-level position.
What will help Education Directors increase their earning potential?
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.
What general advice would you give to an Education Director?
Ryan Allen: Education goes beyond teaching in a classroom or school. Often people hear 'Educational Leadership' and they think of some kind of school principal or other administrator. These are certainly important careers for the space, but they are only a part of a broader range of possibilities. There are a range of careers in the EdTech space, for instance, that need good people who understand various aspects of what happens in classrooms. Likewise, educational development and the NGO world are full of amazing opportunities that offer exciting careers that are rewarding. These jobs might see a lot of travel and broader global connections that you don't often see in the traditional K-12 space.
What Education Director skills would you recommend for someone trying to advance their career?
Ryan Allen: I don't think there is any one skill that will prepare students for even the next 3-5 years. Things are changing so fast in our sector. Think back to just five years ago, there was no global COVID-19 pandemic nor Chat-GPT. Things are fluid, especially in the field of education right now. The main thing I want my students to understand in my classes is that they should be learning to learn. This means that they might not always have an answer to every questions, but they also have the confidence to find an answer out there somewhere. I don't think this concept can be categorized as just one skill, but rather a broader ethos that I hope my students attain after our program.
What will help Education Directors increase their earning potential?
Ryan Allen: I think being willing to move to a new location, even sometimes across the world, can be one of the things that helps propel a career. In the educational leadership space, someone may end up at a place they like, but career advancement is limited because the person above them also likes that place. Depending on the location or institution, these can be desirable roles. One way to overcome these issues is to move to another institution, sometimes even in a lateral move with an eye moving up. There is no shame in getting more experience elsewhere and then moving back later. In fact, I think seeing a wider range of different schools, organization, or other educational institutions can be a great way to bring fresh ideas back with you if you do return. I understand moving (especially abroad) is not always an option for people, but it might even just be moving to a different school down the road. Grow through your options.
What will help Education Directors increase their earning potential?
Dr. Matthew Ohlson Ph.D.: Principal: Collaboration, the reteaching of conversations skills and interaction, empathy, grit, ability to blend virtual and in-person strategies effectively.
My Coaching with New Leaders: New leaders must navigate the complexities of the role where one moment you are harnessing your logistics talents in terms of scheduling and the next moment you are motivating students for graduation, and then celebrating teachers to kick off the school year. Your positive energy is contagious and even though you feel overwhelmed or apprehensive, great school leaders consistently show a sense of confidence and an unwavering belief in their “why.” It is imperative to harness skills/resources such as public speaking/social media (tell your story or someone else will!), grit (If you know you why, you can navigate any “how”) and promoting positivity (It’s not bragging if it’s true).
Marcia Baldanza Ed.D.
Assistant ProfessorMarymount University
Educational Administration And Supervision
What general advice would you give to an Education Director?
Marcia Baldanza Ed.D.: Continuously Learn and Grow: Education and education leadership is a field that is constantly evolving. Stay updated with the latest research, trends, and best practices in education. Take advantage of further education and professional development opportunities to enhance your skills and knowledge. Build Relationships: Effective leadership often hinges on collaboration and communication. Cultivate strong relationships with colleagues, teachers, students, parents, and other stakeholders in the educational community. Lead by Example: Demonstrate integrity, professionalism, and a commitment to the values you want to instill in your educational community. Your actions will set the tone for others to follow. Prioritize Equity and Inclusion: Strive to create an inclusive and equitable learning environment where all students feel valued and supported. Be mindful of systemic barriers and work to address them proactively. Focus on Student Success: Keep the best interests of students at the forefront of your decision-making process. You can't go wrong! Champion initiatives that promote academic achievement, personal growth, and well-being.
What Education Director skills would you recommend for someone trying to advance their career?
Marcia Baldanza Ed.D.: Technology in the Service of Learning: With the ongoing integration of technology in education, school leaders must possess strong digital literacy skills and be adept at leveraging technology to enhance teaching, learning, and administrative processes. Data Analysis with Decision-Making: As data-driven decision-making becomes more prevalent and important, school leaders will need to be proficient in analyzing various types of data, including academic performance metrics, student demographics, and financial data, to inform strategic planning and resource allocation. Cultural Competency and Equity Advocacy: With a growing focus on diversity, equity, and inclusion in education, school leaders must demonstrate cultural competency and advocate for equitable practices that address the needs of all students, regardless of background or identity. Adaptability and Change Management: In an era of constant change and uncertainty, school leaders must be adaptable and agile, capable of navigating complex challenges and leading their schools through transitions effectively. Innovative Pedagogies and Personalized Learning: School leaders should champion innovative pedagogical approaches and personalized learning strategies that cater to the diverse needs and learning styles of students, preparing them for success in the 21st-century workforce. Emotional Intelligence and Relationship Building: Strong interpersonal skills, emotional intelligence, and the ability to build positive relationships are essential for fostering a supportive school culture and nurturing a sense of belonging among students, staff, and families.
What will help Education Directors increase their earning potential?
Marcia Baldanza Ed.D.: Maximizing your salary potential in school leadership involves a combination of strategic planning, professional development, and a proactive approach to career advancement. This can be challenging in a highly competitive environment with a salary scale in a unionized (in some places) environment. Obtain Advanced Degrees and Certifications: Higher levels of education, such as a master's degree or doctorate in educational leadership or a related field, can often lead to higher salary opportunities. Gain Experience and Demonstrate Success: Build a strong track record of success in your educational career, whether as a teacher, administrator or in another role. Document your accomplishments, leadership experience, and impact on student achievement, as these can strengthen your position when negotiating salary or applying for higher-level leadership positions. Seek Leadership Positions in High-Need Areas: Consider pursuing leadership positions in high-need areas, such as schools serving low-income communities or those with high rates of student need. These positions may offer additional financial incentives or loan forgiveness programs to attract qualified candidates.
What general advice would you give to an Education Director?
Larry Arant MSRS, RT(R)(CT)(MR): Stay teachable, network, embrace diversity and inclusion, develop strong communication skills.
What will help Education Directors increase their earning potential?
Larry Arant MSRS, RT(R)(CT)(MR): Research salary trends, gain experience and expertise, consider geographic location, evaluate benefits and perks.
Vernon Smith
What general advice would you give to an Education Director?
Vernon Smith: If you have successfully completed the program for Educational Leadership, then you are ready to start demonstrating your skills. Mastering the Educational leadership program, you have the knowledge base, the technical skills, and interpersonal skills to be successful as an educational leader. You must believe in yourself. Even if a secured position is not immediately forthcoming, never give up. Remember, stop signs were made for traffic, not for people. The battle is not over until you quit.
What Education Director skills would you recommend for someone trying to advance their career?
Vernon Smith: Strong knowledge base, technical skills and interpersonal skills. If given a small school, work to become the building leader of a larger school. After you have gotten some on the job experience, seek central administrative positions.
What will help Education Directors increase their earning potential?
Vernon Smith: If you have successfully completed the program for Educational Leadership, then you are ready to start demonstrating your skills. Mastering the Educational leadership program, you have the knowledge base, the technical skills, and interpersonal skills to be successful as an educational leader. You must believe in yourself. Even if a secured position is not immediately forthcoming, never give up. Remember, stop signs were made for traffic, not for people. The battle is not over until you quit.
I am confident that we have instilled within you some passion; show it. Passion will take you far. You are human and humans make mistakes. Let every set-back become an opportunity for a comeback. Strive to become better. Listen to learn and learn to improve. Every day you wake up feel excited and grateful. Each day gives you another chance to demonstrate to all observers that you can make a positive difference in the academic achievement of your students. Never forget if you are not progressing, then you are regressing. Take the initiative. Turn your good into better and your better into best.
Stay focused and Involve others in the quest for excellence. Remember that none of us are as smart as all of us. You make more touchdowns when all players are going in the same direction. Collaborative and collegial leaders are winners….and you are a winner.
Dr. Dwan Robinson PhD
Associate Professor of Educational LeadershipOhio University
Educational Administration And Supervision
What general advice would you give to an Education Director?
Dr. Dwan Robinson PhD: Given that many of our graduates have had opportunities to develop and refine their leadership skills while at OHIO:
I would suggest that our graduates seek opportunities where there is growth potential and future career opportunities for advancing in educational leadership.
I would encourage them to explore positions where they have the chance to impact the organization with the educational leadership and related expertise that they have cultivated.
I would also suggest that graduates reflect on how their expertise and experiences connect with the various roles and pathways that they are seeking in education so that they can imagine what their trajectories might be in the careers that they aspire to in the field of education.
What Education Director skills would you recommend for someone trying to advance their career?
Dr. Dwan Robinson PhD: In my capacity as a faculty member in educational leadership and having researched and interacted with numerous educational leaders, a few of the skills that I anticipate will become more important and prevalent in the field include:
Adaptable and Nimble Leadership: Adaptable and nimble leadership will become more important given the continually changing social and cultural context of education and the need to pivot to lead in varied circumstances. Educational leaders need to be able to adjust and lead through change and augment their leadership approaches to facilitate continued positive trajectories of educational organizations.
Collaborative and Shared Leadership: The increased demands on educational leadership will necessitate collaborative and shared leadership where leaders integrate the expertise of all members in organizations such as schools and external partners. Collaborative leadership will be essential in re-imagining and problem-solving, building capacity of colleagues, and helping to improve educational experiences for learners. To motivate and inspire people to want to stay in organizations they must be valued and appreciated and be supported to grow.
Innovative and Creative Leadership: Educational leaders will need to be innovative and creative being receptive to new approaches and strategies for achieving goals, maximizing opportunities for teaching and learning, and recognizing opportunities for merging new ideas with current ones.
Authentic and Compassionate Leadership: Educational leaders will need to be authentic and compassionate with those colleagues, team members, learners and other partners involved with the educational organization. They will need to recognize that education is a people intensive field that involves leaders, teachers, learners, and external partners. These leadership approaches will entail the development of authentic and compassionate relationships where there is trust, respect and appreciation and where leaders lead with an ethic of care for others.
What will help Education Directors increase their earning potential?
Dr. Dwan Robinson PhD: Creatively articulate the skills and expertise that you bring to the education profession and connect those proficiencies to show alignment with the needs of the career that you are seeking.
Be forward thinking about how you can impact the field of education broadly and specifically to the organization you endeavor to join.
Share ideas regarding how your experience can enhance the work that the organization you are moving into and articulate how you will help the organization achieve goals and realize positive outcomes.
Show an understanding about the field and the current landscape that the educational organization is operating in and be visionary about how your expertise connects with the visions and goals that employers have for their organization.
What general advice would you give to an Education Director?
Hamlet Hernandez: With technology advancing at warp speed and the advent of AI in the public education space, leaders will need
to be adroit at understanding their appropriate application, but more importantly, leaders will need to be skilfull
at cultivating meaningful relationships which are rooted in principle and not in transaction. This is, and will
continue to be, of monumental importance. The ability to communicate effectively and to understand the
speed and method of communication to different stakeholders, will and should vary. How this skill is developed
will be consequential. I envision rich content being omnipresent and new pedagological practices manifesting,
as we learn more about how humans learn. The art of teaching will evolve as we embrace new technologies
and foster enduring relationships, thereby opening pathways to greater cognition.
What Education Director skills would you recommend for someone trying to advance their career?
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.
What will help Education Directors increase their earning potential?
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.
Colleen Wilkinson
Associate Professor, Program DirectorMedaille College
Department of Education
What are the biggest trends we'll see in the Education Director job market given the pandemic?
Colleen Wilkinson: Given the pandemic, I believe Teacher Candidates will need to highlight any technology skills they have acquired during schooling on their resumes and be comfortable speaking, during interviews, about how they incorporate technology into their instruction. Hiring committees, specifically parents on these committees, are also going to want to hear about engagement practices the Teacher Candidate plans to use. The pandemic saw a lot of passive learning taking place. This isn't best practice, it isn't what is best for children, specifically those with special needs. There are many high-engagement practices that can occur virtually and on-ground. Hiring committees are going to want to hear about these practices from the Teacher Candidate. They want to know what the Teacher Candidate will do differently in the same situation.
What soft skills should all Education Directors possess?
Colleen Wilkinson: Teaching is not a silo profession. We are in constant communication and collaboration with many stakeholders. Teacher Candidates need to be flexible in order to work well with all the different players in the game to make sure the student wins!
How have salaries changed over time for Education Directors?
Colleen Wilkinson: While salaries have increased with the cost of living and inflation, New York State still has the highest average salary for teachers. Most districts increase teacher salaries based on Educational opportunities individual teachers participate in. Teachers are constantly learning, and the more learning you do, the higher your salary will go. For those looking to teach out of NYS, make sure to look into moving expenses and such. Some districts in different states will pay moving expenses due to the high needs they have for highly qualified teachers, specifically with a Special Education degree.
Stephanie Lorenze
Service Associate Professor, Coordinator for Teacher EducationWest Virginia University
Department of Curriculum and Instruction/Literacy Studies
Will there be an enduring impact of the coronavirus pandemic on Education Directors?
Stephanie Lorenze: Certainly all of us who have experienced the pandemic will move forward having been impacted. As future teachers, our candidates will have gained the experience of learning and teaching in remote environments. This could prove to be significant as teachers in the field rarely have the remote learning experience that these graduates will have. Their perspective in this role has potential to positively impact their online teaching and learning strategies for future school children. Additionally, these graduate are going into the field with a greater awareness and aptitude for quick shifts in the mode of their instruction and delivery. I look for these folks to be resilient as the future of schooling in the US evolves post-pandemic.
What's a day at work look like for an Education Director?
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.
What will help Education Directors increase their earning potential?
Stephanie Lorenze: Legislators and communities who value their work through actions.
What are the biggest trends we'll see in the Education Director job market given the pandemic?
Alice Johnson: The pandemic prompted teacher exodus have left teacher job vacancies wide open. I do not believe graduates who become certified will have difficulty securing jobs. Graduates who are culturally competent and can provide effective learning experiences across lines of difference will be in even higher demand.
What soft skills should all Education Directors possess?
Alice Johnson: Graduates really need to come to the classroom with 'nurturing' mindset. As many of us grew up in a 'compliance' era, it is easy to simply 'expect' students to simply 'do as I say'. Effective teaching and learning can only go so far under compliance oriented educational learning environments. It's more than just being loving and kind; it is having an understanding that all students come to the school with different experiences, backgrounds, funds of knowledge and paradigms, differing personality types that manifest in varying observable behaviors. Too often, people, teachers included, act and react in ways that are not helpful because we tend to project our own personality types onto others and make incorrect assumptions about others' meaning. I think teachers need leadership skills with emphasis on how to facilitate positive relationships among students to build community within their classrooms.
How have salaries changed over time for Education Directors?
Alice Johnson: As the Indiana legislature continues to disregard public schools and divert educational resources to private and public charter schools, teacher pay has stayed stagnant over the past 10 years in Indiana with the expectation for the pay gap between other states and careers to widen even further over the next several years.
What are the biggest trends we'll see in the Education Director job market given the pandemic?
Dr. George Conrad: In education the pandemic has created two major trends, since last March.
The use of technology to provide effective lessons for students through virtual classes has been a challenge for teachers. One issue is in the technology itself. Teachers most often must rely on their own computers and notebooks along with their own home internet networks to deliver instruction. This issue is coupled with the availability of the internet and with computers and notebooks available to students.
Even if the technology is provided, teachers must find ways to engage students with meaning full lessons and ways to assess student learning. To gage learning and to monitor and adjust student engagement takes far more planning.
Finally, teacher training institutions need to help future teachers with understanding and applying new uses for technology based instruction. This can be difficult as different districts adopt different types of delivery systems.The good news for future teacher graduates is that, if they are willing and comfortable to master technology skills along with content knowledge, more and more teaching positions will be available.
Most all states have a teacher retirement system and retirement amounts increase with the number of years of service. In my experience, most practicing teachers teach beyond the minimum years needed to "retire." As a result of the pandemic, and the fear of contracting Covid, more and more teachers that I have contact with are looking seriously at retiring sooner than originally planned. This may change with the use of vaccines, but, again, this is good news for future teacher graduates. I predict that more and more teachers will be retiring and providing more an more positions available to new graduates.
What skills stand out on Education Director resumes?
Dr. George Conrad: In my past experience as an HR administrator and superintendent, skills tend to be measured by experiences. If a new graduate can demonstrate that they have had a number of experiences with children in AND outside the classroom, they will appear to be a stronger candidate. Endorsements are also important. For example, when working with candidates who are seeking an endorsement in elementary education, I encourage them to also consider supplemental endorsements in areas such as special education, early childhood, or English a second language. This makes them more marketable.
While difficult to reflect on a resume, finding ways to illustrate their dispositions is also important. Teaching is far more than skills. How does a candidate show that they have empathy or a desire to make a difference in their students' lives? Many school districts in Nebraska are familiar with the use of Gallup's CliftonStrengths (the new term for StrengthFinder). As a result, candidates who can provide their 5 top strengths on a resume, draws additional attention.
Are there any particularly good places in the United States for Education Directors to find work opportunities?
Dr. George Conrad: As the population of teachers begin to age, more and more positions are becoming available. As we continue to see population growth in Southwestern States, teaching positions will continue to grow.
The real answer for future candidates is their willingness to teacher high large metropolitan cities and rural communities. Most large cities are surrounded with suburban school districts. With the movement to a suburban live style, more and more cities deal with student populations of color and with more than average poverty. If a candidate is willing to consider this challenge, they can find highly rewarding careers. This is especially true for candidates of color.
On the other side of the population movement, more and more rural areas are seeing a reduction in students and also seeing a reduction in the number of new teachers interested in moving to small communities to begin their career. As a result, candidates interested in work in "small town" American can find rewarding opportunities to build relationships with students and families (I started my career in a 3-room country school in the 70's and I originally came from outside Chicago).
Dr. Robyn Huss
Associate Professor and Coordinator of Initial Teacher Certification ProgramsUniversity of West Georgia
Department of Early Childhood Through Secondary Education
Will there be an enduring impact of the coronavirus pandemic on Education Directors?
Dr. Robyn Huss: Yes, there will be an enduring impact of the coronavirus pandemic on graduates of teacher education programs. Though 2020 will be remembered as the year of the pandemic and global lockdowns, it will also be remembered as the year education moved online for all grade levels.
In teacher preparation programs at the University of West Georgia, candidates take a series of courses with field experiences. Many interns began learning to teach online as soon as the lockdowns occurred in March 2020, and since then through their accompanying coursework, there has been a more intentional approach to preparing candidates with digital resources to enhance their teaching. Candidates are placed in schools where digital learning occurs, and they have field experiences developing instruction, engaging students in activities, and assessing learning outcomes under the mentorship of a cooperating teacher, within school buildings as well as via online learning platforms. In the fall of 2020, most public school districts in Georgia began offering both in-person and online options for students, so it is a benefit that teacher candidates are able to practice teaching in both modalities, including some who experience hybrid classrooms.
The scope of digital learning will decrease as more K-12 students return to school buildings full time. However, the capabilities and variety of online instructional resources and student engagement models that the pandemic forced into an accelerated implementation will endure, and teaching and learning will be better for it. Teachers will adapt to the choices that have been made available with their recent experiences in digital instruction, which will enable them to be more responsive to the learning needs of their students, both with and without the use of technology.
What certifications/licenses/courses can have the biggest impact for Education Directors?
Dr. Robyn Huss: The online learning expectation that the pandemic thrust upon our educational systems has changed the outlook for what new teachers will be expected to know and be able to do. In today's environment of digital learning, principals may be more likely to hire educators who have had experience teaching in the virtual realm. Therefore, recent graduates should be encouraged to include digital teaching experiences on their resumes. If they don't have firsthand teaching experience, perhaps they can highlight online courses in which they have excelled, so potential employers will know they have at least some familiarity with digital learning and online educational platforms.
Beyond earning a teaching certificate, I would encourage both beginning teachers and those preparing to enter the job market to continue their education by enrolling in a graduate-level course in online instruction. For example, the University of West Georgia offers a state-certified Online Teaching Endorsement, which can be added to a teaching certificate after completing the four required online courses; the endorsement courses can also be embedded within a graduate degree program. Alternatively, educators can earn a Master of Education in Instructional Technology; completion of this fully online, advanced degree program would prepare them for teaching online or working as an instructional technologist as well as qualify them to receive a pay increase.
What will help Education Directors increase their earning potential?
Dr. Robyn Huss: Public school teachers in Georgia, as in many states, are paid on a set salary schedule determined by their years of teaching experience and their highest degree achievement. Earning a graduate degree at the next level is the quickest route to a pay raise, which in turn increases their retirement benefits.
What are the biggest trends we'll see in the Education Director job market given the pandemic?
V. Scott Solberg Ph.D.: The single biggest trend in the job market, whether related to education or otherwise, is that today's adults must understand in order to be competitive within a 4th industrialized world of work, they must be ready to describe their deep human skills (i.e., advanced social emotional learning skills) and technical skills as well as explain how these skills transfer in supporting the needs and expectations of the company and occupations to which they are applying. Today's adults must also be ready to describe how they are managing their continued professional development so they can keep up with the latest advancements in technology so that they can do their work in an efficient and high-quality manner. What this means is that employers are looking for the skills that cannot be replaced by robots or AI - they need individuals who understand the unique person qualities and technical skills and talent that will add value to team projects. Career management skills include being able to acquire the deep human person qualities and technical skills that align to specific occupation sectors.
Educators must be able to work with media and graphic design, work in teams to create learning programs that are designed around meaningful and research-based learning objectives, and connect with their students using strong social emotional learning skills (SEL) as well as facilitate students in developing their own SEL skills. And, educators need to recognize that there are hundreds of occupations within and outside of education that align to their key skills which include active listening, active learning, critical thinking, monitoring, public speaking, writing, complex problem solving, management of personnel, time management, coordination and collaboration with others, instructing, persuasion, service orientation and social perceptiveness. These skills are a few of the many listed in ONETonline.org's advanced skills list which lists over 450 occupations that one can grow into by acquiring key technical skills, certification, and/or advanced degrees.
What certifications/licenses/courses can have the biggest impact for Education Directors?
V. Scott Solberg Ph.D.: The information and computer technology and health sciences sectors are two promising future employment arenas to consider. Within information and computer technology, data science skills are in high demand. For both information and computer technology and health sciences there are a range of certifications one can receive from a two-year postsecondary institution that lead to high wage occupations. The new byword is "stackable credentials" whereby one adds more than one credential that results in a wider range of occupational opportunities as well as the ability to move up in pay within a given sector.
How have salaries changed over time for Education Directors?
V. Scott Solberg Ph.D.: In education, salaries vary by region of the country. It is important to use Onetonline.org to consider the salaries in your local region or find areas of the country you want to consider. There are also a wide range of salaries depending on what type of occupation you are seeking within education.
Angela Perrotto
Assistant Professor and Department Chair of the Educational LeadershipSUNY College at Oswego
School of Education
Will there be an enduring impact of the coronavirus pandemic on Education Directors?
Angela Perrotto: In terms of acquiring jobs, I believe not - although school budgets are extremely tight in response to the demands the virus has placed on districts.
In terms of impact: the virus has forced all of us to come to terms as quickly as possible with HOW technology has transformed the way we learn. This does not mean that schools will be remote teaching from here on. In many cases, for legitimate reasons, schools were slow to take on technology "for the masses". There is strong evidence as to how technology has changed the business, entertainment, educational, and industrial worlds. What the pandemic has done is force schools to think very creatively and to move as quickly as possible to continue to provide learning opportunities for students when they were not able to attend the brick and mortar buildings. We are learning a lot and moving as quickly as possible.
What has this done for our graduates? The graduates of 2021 in our program have dealt with, investigated, solved issues for schools, and researched ways to maximize student success in these pandemic times. Their program has been online because of the pandemic. Their school jobs, for the most part, are partially or completely online. As CAS students, they are solving issues with transition plans for students, professional development plans for teachers, social emotional supports for both staff and students, curricular and pedagogical strategies and plans in order to meet the individualized needs of students, building multi-tiered systems of supports for students, partnering opportunities with community agencies for families......This has been the work of our CAS students who will graduate in 2021 and 2022. They will surely need and use these skills as they move into their future as school and district leaders.
Projections do not indicate there will be any shortage of leadership jobs. On the contrary, data for the next several years indicates there will be many retirements.
What's a good job out of college for Education Directors?
Angela Perrotto: We track the data for leadership job acquisition for our graduates every year. Upon graduation, our graduates are successful in acquiring jobs as Assistant Principals, Principals and Directors (Technology, Pupil Services, Athletics, Special Programs, etc.).
What will help Education Directors increase their earning potential?
Angela Perrotto: For the most part, leaders should stay in their position long enough to be certain systems are in place. Every system, of course, is centered upon increasing opportunities for students to be successful and identifying and removing any obstacles that may be hindering that for every student. Once this is accomplished (generally 4-6 years), educational leaders build their own trajectory which is derived from a knowledge of knowing they can impact an even larger number of students. It is a common understanding that through the course of an educational leader's years of service, there is a long range plan to take on more job responsibilities that include more students, more community partnerships, more advocacy, more operations. It is common to see the employment history of an administrator progress from assistant principal, to principal, to director, to assistant superintendent, and to superintendent (or some form of these titles along the way).
Michael Hollister
Assistant Professor, M.C.A., CFI/IUtah Valley University
UVU School of Aviation Sciences
Will there be an enduring impact of the coronavirus pandemic on Education Directors?
Michael Hollister: It is difficult to predict whether or not there will be an "enduring impact," since we are still enduring the challenges presented by this pandemic. While the aviation industry routinely experiences financial turbulence, an industry that usually is the first to feel the effects of a declining economy, and the last to feel the effects of a good one, it generally seems to find a way to recover and continue, though never without some sort of casualty in the form of an airline or other related business. Aviation, and particularly the airline segment (to include cargo airlines) are the life-blood of our modern world, and the mass-transit of the twenty-first century. There is no other form of transportation that can do what the airplane can do, and from this standpoint, it is an indispensable asset. Even in the midst of economic turmoil, industry giants like Boeing are forecasting an increase in demand across multiple aerospace disciplines through 2039. When it comes to our graduates, while nothing is ever a sure thing, the industry has historically proven itself to be resilient.
What's a good job out of college for Education Directors?
Michael Hollister: Without trying to sound flippant, a good job out of college is the one the graduate was hoping to land after grabbing that expensive piece of paper (the diploma) and throwing their funny-looking hat in the air!
Even though a "pilot shortage" is currently suspended, historically speaking, the demand will return. So, while our current students realize that the market they hope to join one day isn't doing well at the moment, many also realize that they can utilize this time to prepare, earning the certificates, ratings and flight time necessary to qualify them for the job they will eventually seek.
However, it is important to also realize that the aviation industry is vast and has needs and opportunities that go far beyond the demand for pilots only. Some of the current demands include much-needed maintenance personnel, engineers of all disciplines, management personnel and so on. There is great potential found in the burgeoning Unmanned Aerial Vehicle (UAV) and Urban Air Mobility (UAM) markets, with the latter expected to be worth nearly 16 billion by 2030, with other projections placing this segment of the ma
What will help Education Directors increase their earning potential?
Michael Hollister: The best advice I received from a former airline pilot and professor of mine was to "Keep improving yourself . . . even after you have earned your Bachelor's degree, go on and get a Masters degree. Keep improving yourself."
Realistically, furthering one's education is perhaps the best way to increase value and marketability, which is, after all, what someone's earning potential is really based on. One's marketability (not being a one-trick pony, also see "versatility") and how valuable one is perceived to be by their employer, will directly influence earning potential and longevity.
I've also learned that furthering one's education need not exclusively mean college degrees and certificates, though they are, of course, important. Value, marketability and versatility can certainly come from a variety of experiences and activities that extend beyond the walls of a college or university. Knowing how to utilize such experiences and other acquired skills, and then applying them toward a field of study that is of interest to an individual will be of great value too, but will require some thoughtful planning.
Lastly, I think an individual's personality has a great impact on one's perceived value and worth to an employer/company. An individual who is positive, a team player, one who offers solutions to problems, rather than just complaining, will go a long way. This, I have found, to be a universal truth regardless of the profession or occupation.
Dr. Cynthia Vavasseur
Associate Professor of Education, Professor of ED, Program Chair Ed-tech LeadershipNicholls State University
Teacher Education Department
What are the biggest trends we'll see in the Education Director job market given the pandemic?
Dr. Cynthia Vavasseur: By far, the biggest trend in the job market of educational leadership will be how technology can drive instruction, innovation and student success. Before the pandemic, educational technology was a hot topic. In the last year, the need for educational technology professionals at both the K12 and Higher Education level have been highlighted.
What certifications/licenses/courses can have the biggest impact for Education Directors?
Dr. Cynthia Vavasseur: NSU is in contract with the International Society for Technology in Education (ISTE) to become the 3rd University in the world to be an ISTE certification provider. This certification is highly competitive and allows educators to show their skills of leading in a technology driven education market.
How have salaries changed over time for Education Directors?
Dr. Cynthia Vavasseur: Education and educational leadership is not a profession to go into for the money. That being said, as the need for educational technology professionals grows, I would imagine so would the salary range.
What are the biggest trends we'll see in the Education Director job market given the pandemic?
Stephen Bronack Ph.D.: I anticipate the biggest trend will be teachers who are hybrid-ready. That is, they have the skills and tools to teach well both online and in the classroom, as the situation dictates.
What technical skills for an Education Director stand out to employers?
Stephen Bronack Ph.D.: Using technology to engage both students and their families is number one. A close second, I would say, is using technology to help personalize learning as best we can for each student.
How have salaries changed over time for Education Directors?
Stephen Bronack Ph.D.: I believe there is growing recognition of the important role teachers play in our communities, and a renewed interest in ensuring teachers are not left behind when it comes to making a good living.
Dr. Joseph Novak
Senior Lecturer, Director, Professional Development School Program Coordinator, Instructor and Advisor for the School of Education Master's program in Building Level Leadership.University of Kansas
Department of Educational Leadership and Policy Studies
What certifications/licenses/courses can have the biggest impact for Education Directors?
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.
What are the biggest trends we'll see in the Education Director job market given the pandemic?
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.
What's a day at work look like for an Education Director?
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.
Will there be an enduring impact of the coronavirus pandemic on Education Directors?
Jennifer McCreight: Flexibility and creativity will continue to be the name of the game. Educators entering their first jobs have always demonstrated these dispositions, but will need to do so even more now, as districts will continue to build on the growth in nimbleness that all have had to embody in order to most fully engage learners during this time.
Graduates will also be challenged to identify and enact equitable educational opportunities, as COVID-19 has laid bare issues in access for many young learners. Educational experiences in remote and hybrid environments are inequitable as long as internet access, devices, and spaces to learn are inequitable - and newly graduating teachers will need to continue the work in creatively partnering with colleagues, families, and students to address these needs so that all can participate fully.
What technical skills for an Education Director stand out to employers?
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!