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Job outlook for elementary supervisors in the United States
Are elementary supervisor jobs in demand?
Elementary supervisor job and salary trends over time
Elementary supervisor jobs over time
Elementary supervisor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 117 | 0.00% |
| 2020 | 121 | 0.00% |
| 2019 | 126 | 0.00% |
| 2018 | 125 | 0.00% |
| 2017 | 125 | 0.00% |
Average elementary supervisor salary over time
Elementary supervisor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $28,233 | $13.57 | +2.1% |
| 2024 | $27,644 | $13.29 | +2.5% |
| 2023 | $26,977 | $12.97 | +1.9% |
| 2022 | $26,481 | $12.73 | +2.4% |
| 2021 | $25,851 | $12.43 | +1.7% |
Elementary supervisor jobs by state
Most common states for elementary supervisors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Minnesota | 5,576,606 | 70 | 1% |
| 2 | Colorado | 5,607,154 | 68 | 1% |
| 3 | Nevada | 2,998,039 | 30 | 1% |
| 4 | Kansas | 2,913,123 | 21 | 1% |
| 5 | Oklahoma | 3,930,864 | 20 | 1% |
| 6 | Connecticut | 3,588,184 | 18 | 1% |
| 7 | Iowa | 3,145,711 | 16 | 1% |
| 8 | New Mexico | 2,088,070 | 15 | 1% |
| 9 | Nebraska | 1,920,076 | 11 | 1% |
| 10 | New Hampshire | 1,342,795 | 9 | 1% |
| 11 | Montana | 1,050,493 | 9 | 1% |
| 12 | South Dakota | 869,666 | 5 | 1% |
| 13 | Michigan | 9,962,311 | 31 | 0% |
| 14 | New York | 19,849,399 | 30 | 0% |
| 15 | Maryland | 6,052,177 | 20 | 0% |
| 16 | Washington | 7,405,743 | 15 | 0% |
| 17 | Massachusetts | 6,859,819 | 14 | 0% |
| 18 | Rhode Island | 1,059,639 | 3 | 0% |
| 19 | Vermont | 623,657 | 3 | 0% |
| 20 | Wyoming | 579,315 | 2 | 0% |
Elementary Supervisor job outlook: Expert opinions
Our panel of elementary supervisor experts
University of Guam
Marshall University
Matthew Limtiaco
Assistant Professor of Elementary EducationUniversity of Guam
School of Education
What soft skills should all Elementary Supervisors possess?
Matthew Limtiaco: Empathy, patience, and a fearless capacity to critically examine the nature of our education practices (both as an individual practitioner and as an active member of a field that is in constant evolution). Education priorities have prioritized job placement, skills demanded by industry, and individual attainment. Despite warnings regarding impending climate change, increased social disparity, and a reemergence of authoritarian government systems globally, our education priorities have shifted with minimal effort to meet these challenges since I entered the field over two decades ago.
COVID has shined a spotlight on flaws and opportunities teachers might seize. Our field is uniquely positioned to address these challenges by influencing measurable shifts in human behavior so that our children are poised to adjust social behavior, governmental policy, and economic trends. We have an opportunity to celebrate communal success over individual gain, critical examination over immediate and convenient answers, and global mindedness over xenophobia. Many say there is no going back to the way it was before COVID. In the case of education, that might not be such a bad thing.
Are there any particularly good places in the United States for Elementary Supervisors to find work opportunities?
Teresa Eagle: Opportunities for teaching careers, across the country, come in waves. Nationally and locally, we are currently experiencing a shortage of teachers, at all levels, and in all content areas. For a job in a specific content or grade level, however, the available positions may not be near the graduate's home. A willingness to relocate often determines whether a graduate can find a current position that matches his or her preparation and preferences. A little Internet exploration can easily find current opportunities in geographic areas of interest.
How do you envision technology impacting Elementary Supervisors in the next 5 years?
Teresa Eagle: Imagine a school system faced with a highly contagious virus fifty years ago. The technology of 2020 has made it possible to continue teaching and learning, in a time when physical proximity is a serious concern. The alternatives are clearly not perfect, but virtual learning is better than it would have been even ten years ago. Now parents, politicians, and educators are demanding improved access to virtual education.
The longer the pandemic disrupts in-person schools, the louder the demand for improved learning formats will be. Technology, with all the associated elements, is already stepping up to meet these demands, though not as quickly as we might like. With even better technology, the results of the pandemic may well be increased opportunities for students and teachers, with improved connections and nearly unlimited possibilities for education, better tailored to meet the individual needs of students.