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Job outlook for educational program directors in the United States
Educational program director job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected educational program director job growth rate is 8% from 2018-2028.
About 12,800 new jobs for educational program directors are projected over the next decade.
Educational program director salaries have increased 8% for educational program directors in the last 5 years.
There are over 16,088 educational program directors currently employed in the United States.
There are 76,691 active educational program director job openings in the US.
The average educational program director salary is $46,730.
Are educational program director jobs in demand?
Educational program director job and salary trends over time
Educational program director jobs over time
Educational program director job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 16,088 | 0.00% |
| 2020 | 13,905 | 0.00% |
| 2019 | 15,036 | 0.00% |
| 2018 | 13,805 | 0.00% |
| 2017 | 13,676 | 0.00% |
Average educational program director salary over time
Educational program director salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $46,730 | $22.47 | +2.7% |
| 2024 | $45,519 | $21.88 | +3.8% |
| 2023 | $43,843 | $21.08 | +0.1% |
| 2022 | $43,807 | $21.06 | +0.9% |
| 2021 | $43,397 | $20.86 | +3.7% |
Educational program director jobs by state
Most common states for educational program directors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | South Carolina | 5,024,369 | 390 | 8% |
| 2 | Connecticut | 3,588,184 | 0 | 0% |
| 3 | New York | 19,849,399 | 0 | 0% |
| 4 | Massachusetts | 6,859,819 | 0 | 0% |
| 5 | California | 39,536,653 | 0 | 0% |
| 6 | New Jersey | 9,005,644 | 0 | 0% |
| 7 | New Hampshire | 1,342,795 | 0 | 0% |
| 8 | Vermont | 623,657 | 0 | 0% |
| 9 | Maryland | 6,052,177 | 0 | 0% |
| 10 | District of Columbia | 693,972 | 0 | 0% |
| 11 | Washington | 7,405,743 | 0 | 0% |
| 12 | Rhode Island | 1,059,639 | 0 | 0% |
| 13 | Delaware | 961,939 | 0 | 0% |
| 14 | Maine | 1,335,907 | 0 | 0% |
| 15 | Virginia | 8,470,020 | 0 | 0% |
| 16 | Pennsylvania | 12,805,537 | 0 | 0% |
| 17 | Minnesota | 5,576,606 | 0 | 0% |
| 18 | Nevada | 2,998,039 | 0 | 0% |
| 19 | Idaho | 1,716,943 | 0 | 0% |
| 20 | Georgia | 10,429,379 | 0 | 0% |
Most common cities for educational program directors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Mableton | 1 | 3% | $45,052 |
| 2 | Atlanta | 1 | 0% | $45,055 |
| 3 | Boston | 1 | 0% | $70,075 |
| 4 | Glendale | 1 | 0% | $28,342 |
| 5 | New York | 1 | 0% | $72,638 |
| 6 | Orlando | 1 | 0% | $38,896 |
Educational Program Director job outlook: Expert opinions
Our panel of educational program director experts
Soka University of America
Saint Xavier University
Medaille College
West Virginia University
Middle Tennessee State 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
Auburn University at Montgomery
Auburn University at Montgomery
Maryville University
Davenport University
Thiel College
Daytona State College
High Point University
What general advice would you give to an Educational Program 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 Educational Program 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 Educational Program 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.
Laura Laskowski-Ferrell
Assistant Professorial Lecturer and Program CoordinatorSaint Xavier University
Education Department
What experience really stands out on Educational Program Director resumes?
Laura Laskowski-Ferrell: Any experience that job seekers have to pertain to the management of children is key. Examples include camp counseling, tutoring, etc. For new teachers, coursework designed around topics such as assessment and classroom management is important. Any extra-curricular is good to list well, as this could lead to the management of a club or activity depending on the school's need. For experienced practitioners, speak to the classroom experience and tell the story of your career. What grade levels have you taught? What professional development opportunities stand out? Oftentimes, educational administrators are looking for a specific set of qualifications, include any endorsements or certifications you hold for the state in which you plan to practice.
What Educational Program Director skills would you recommend for someone trying to advance their career?
Laura Laskowski-Ferrell: Skills such as effective communication, collaboration, and curiosity are key dispositions for education majors. Seek personal and professional opportunities to enhance these skills. Maintaining connections with children is a plus. Think about substitute teaching or becoming a paraprofessional. There is a genuine need across the country for qualified practitioners in these areas. Consider ways to volunteer, participate in an internship or fellowship opportunity. These experiences allow candidates to use their skills.
Colleen Wilkinson
Associate Professor, Program DirectorMedaille College
Department of Education
What are the biggest trends we'll see in the Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program Director job market given the pandemic?
Frank Lambert Ph.D.: Undoubtedly, while the pandemic is continuing, and possibly beyond, comfort working with technology will become an even more pronounced trend for librarians. From information literacy, to running programs online and conducting online instruction, to story times, technology is what helps connect communities with their public libraries even more. Libraries were stuck between a rock and a hard place when the pandemic struck. For SO many people in our community, the library is their primary source with the outside world via the WWW. When libraries had to close to reduce the chances of disease spread, not only was computer access to the Internet lost, but so was access to the Internet at home for those people who could not afford Internet access and instead have to rely on mobile hotspots for access. With libraries closed though, these hotspots could not be signed out. In the future, government should consider libraries an essential service. How was a community member to apply for unemployment benefits if he/she did not have access to the WWW from home? How can that same member apply for other social services or apply for a new job without an Internet connection? Had governments declared public libraries essential services and provided them with the resources needed to stay open, including giving libraries power over enforcing mask mandates, then the pandemic might have had a different look to it.
What soft skills should all Educational Program Directors possess?
Frank Lambert Ph.D.: Graduates in librarianship should have a definite public service ethic as one of their primary soft skills. Librarianship is a rewarding career, but you will not get rich being one. However, people become librarians more often than not just based on that desire to serve. Being a team player is very helpful. You need to work with other professionals and paraprofessionals closely. Working well in a team environment is pretty much essential, regardless whether you are working at a public service desk or behind the scenes in a technical services department. Being open to learning new things is a great soft skill. If you thrive in environments where the only constant is change, then librarianship is a great career. Finally, if you like puzzles or solving problems, then librarianship is for you. You want to run towards challenging information-based problems to start working on them right away. There is nothing more satisfying than finding the answer to a complex and challenging information-based problem and seeing the gratitude on your patron's face.
How have salaries changed over time for Educational Program Directors?
Frank Lambert Ph.D.: Salaries continue to rise. There are hundreds of graduates across the nation every semester, and yet there are still multiple job openings. Retirement of baby boomers in librarianship appears to be increasing. I would not say there is a shortage of qualified candidates; however, according to the Library Journal's most recent salary survey, their 2019 Placements & Salaries survey learned that full-time grads earned on average 6.2 percent more than they did in 2018 www.libraryjournal.com
This also was a 24% increase from 2011 salary levels. Salaries increasing this much may be due to, as I wrote, a glut of open positions in librarianship due to retirements, but closer analysis should be conducted before anything definitive is stated.
What are the biggest trends we'll see in the Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 will help Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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 Educational Program 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.
Brett Lehman Ph.D.
ProfessorAuburn University at Montgomery
Department of Sociology, Anthropology, and Social Work
What's a good job out of college for Educational Program Directors?
Brett Lehman Ph.D.: There is a business side and a human side to this answer. On the business side, I hope graduates are provided benefits like health insurance, a gainful salary, and opportunities for advancement. The way to hit a home-run is to get a job where those needs are taken care of and you still get to use your skills for something you feel is important. Most sociology students get into the subject because they care about the human side, want to help people, and see opportunity for creating positive social change. You'll get motivated sociology graduates when you show them a path towards achievement on the human side; then when we there's less worry about the business side, some impressive results could follow!
What soft skills should all Educational Program Directors possess?
TeWhan Hahn Ph.D.: Writing skills including email writing, being able to work in teams, and knowing the workplace etiquettes.
Meaghan Goodman Ph.D.
Program Director & Assistant ProfessorMaryville University
Speech-Language Pathology
What's a day at work look like for an Educational Program Director?
Meaghan Goodman Ph.D.: A bachelor's in communication sciences and disorders can prepare you for three different tracks. First, it can prepare you to become a licensed Speech-Language Pathology Assistant (SLPA). This is someone who works under a fully credential speech-language pathologist. Often times, they carryout intervention plans developed by a fully credentialed speech-language pathologist. If graduate school is on your horizon, a bachelor's degree in communication sciences and disorders will prepare you for acceptance into a Speech-Language Pathology program, or an Audiology program. If you are not accepted into a graduate program right away, working as a speech-language pathology assistant (SLPA) is a great way to get experience in the field!
What soft skills should all Educational Program Directors possess?
Todd Terry: Graduates as they prepare to enter the workforce should pay particular attention to their ability to communicate with coworkers. This communication could happen through face-to-face interactions, remote meetings with the aid of technology for example, meeting by computer software, written communication through instant messaging, or emails. Also, part of communicating is being a good listener.
Graduates should have good critical thinking skills. They will need to be adaptive and able to analyze data to make good informed decisions.
In today's work environment, working on teams is a regular function. Therefore, employers are looking for the candidate who can professionally interact with other team members, have a positive attitude and a good work ethic.
What are the biggest trends we'll see in the Educational Program Director job market given the pandemic?
Mary Beth Mason Ph.D.: I think we are going to see teletherapy as a more common service delivery model across settings. I think that that will be what I call a "Pandemic Positive". I think many states will pass legislation post pandemic for teletherapy to be a reimbursable service.
What certifications/licenses/courses can have the biggest impact for Educational Program Directors?
Mary Beth Mason Ph.D.: I think one of the great things about being a speech-language pathologist is that we can work across the lifespan in a variety of settings. In order to have that flexibility, graduates should get their Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA), professional state license, and credential to work in public school setting. It is important to get those three credentials as soon as possible after graduation because they will meet the current standards. If they wait, there might be new standards in place which means they might need additional coursework and/or pass additional tests.
What's a good job out of college for Educational Program Directors?
Mary Beth Mason Ph.D.: I think it's important for new graduates to remain open to different work settings when looking for a job. Happiness is a balancing act between work and home so it's important to consider factors such as schedule and commute in addition to work setting and caseload.
New clinicians need to complete a Clinical Fellowship experience before applying for their Certificate of Clinical Competency from ASHA. I always tell students to ask about their Clinical Fellowship mentor during their interview. That is always a good question to ask in the interview when the employer asks if you have questions. Successful completion of the Clinical Fellowship is the final step in the certification process so it's really important to have a good working relationship with that person. A good mentor can help a new clinician have a great experience in any setting.
My final piece of advice to new graduates is to always negotiate. I tell my students to call me for a pep talk if they need one because I know their worth and value. Employers expect some back and forth following the initial offer. A good employer is not going to withdraw an offer because you counter for increased salary or better benefits. In helping professions like speech-language pathology, I think many don't want to seem aggressive, but negotiating job offers is completely acceptable.
Bottom line is we all need to have a job that we like that allows us to have a life that we love.
What are the biggest trends we'll see in the Educational Program Director job market given the pandemic?
Dr. Donald May: I think we will continue to see a critical teacher-shortage, not only in our district and the State of Florida, but nationwide. There are three trends affecting this shortage: the initial teacher-shortage continues to expand as positions for those reaching retirement are not filled. Secondly due to COVID we are seeing a trend in teachers, many of them parents, having to care for family members including children who now are at home for online schooling. Teacher prep programs like ours work diligently to recruit new teacher candidates and produce quality first-year teachers but the need far outweighs the number of teacher graduates each term.
According to the Florida Education Association, "Florida has a serious and growing teacher shortage. Districts had more than 4,000-advertised vacancies for classroom teachers in August 2018, up from 3,000 in 2017 and 2,400 in 2016. As of January 2020 -midway through the school year - more than 2,440 teaching positions remained unfilled - a 10% increase from January 2019."
Lastly, another disturbing trend we are noticing in Florida regarding recruiting teacher candidates into teacher prep programs is that the rigor of the admissions exam (General Knowledge Test- GKT) and the unwillingness of the Florida Department of Education to make changes, especially regarding the disproportionately low passing rates of minorities. This factor definitely effected the teacher shortage before the pandemic and now made worse by the pandemic with the closing of testing centers, access to tutors, lack of funding for study aids.
What certifications/licenses/courses can have the biggest impact for Educational Program Directors?
Dr. Donald May: That depends on the grade-level and subject candidates want to eventually teach. Here at Daytona State we offer several pathways www.daytonastate.edu
Candidates who already have a bachelor degree can complete our Educator Preparation Institute (EPI) program www.daytonastate.edu
Our most popular programs are Elementary Education and Exceptional Student Education. Graduates of these programs have what I refer to as our "golden ticket" of both a Reading Endorsement and ESOL Endorsement K-12. Graduates with these two endorsements are highly sought after by hiring principals.
What's a good job out of college for Educational Program Directors?
Dr. Donald May: A good job out of college is one that you enjoy going to each day! Yes, the job of teaching is challenging but it also offers many opportunities for professional growth. I see graduates now in their own classrooms get better each year and eventually become master teachers who then mentor other graduates. Ask any teacher why they do it and the vast majority of them will speak about the children who have passed through the door of their classroom. Making the difference in the lives of children is a reward that few professions can espouse. Teaching not only makes a difference in lives of children each day, but it also raises a nation.
What technical skills for an Educational Program Director stand out to employers?
Dr. Amy Holcombe Ph.D.: Education leaders must posses effective communication skills that enable them to inspire internal and external stakeholders to buy into their vision. They must be leaders who can stake out a vision, align all of their resources and efforts towards achieving that vision, and effectively gain the commitment from all constituents to support that vision. Savvy employers are also looking for leaders that know how to leverage and develop the talent of their people to achieve the organization's strategic goals. Instructional leadership is not longer 'enough.' Strategic leaders must know how to maximize the talent of each team member in order to engage and retain them.
What's a good job out of college for Educational Program Directors?
Dr. Amy Holcombe Ph.D.: A good job is like a good marriage--mutually beneficial for both parties. In seeking out a job match, candidates should seek out organizations whose values align with their own. A good job will provide a high level of engagement, opportunities for development, and pathways to career growth and acceleration. It is also important to know that it's a seller's market in education right now--candidates can shop around for better opportunities if they are unsatisfied with their current organization.