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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 114 | 0.00% |
| 2020 | 118 | 0.00% |
| 2019 | 129 | 0.00% |
| 2018 | 187 | 0.00% |
| 2017 | 179 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $74,616 | $35.87 | +3.1% |
| 2025 | $72,376 | $34.80 | +2.6% |
| 2024 | $70,570 | $33.93 | +0.7% |
| 2023 | $70,079 | $33.69 | +2.1% |
| 2022 | $68,662 | $33.01 | +2.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 439 | 63% |
| 2 | North Dakota | 755,393 | 279 | 37% |
| 3 | Washington | 7,405,743 | 2,099 | 28% |
| 4 | Maine | 1,335,907 | 356 | 27% |
| 5 | Alaska | 739,795 | 189 | 26% |
| 6 | Massachusetts | 6,859,819 | 1,748 | 25% |
| 7 | Nebraska | 1,920,076 | 486 | 25% |
| 8 | Rhode Island | 1,059,639 | 266 | 25% |
| 9 | South Dakota | 869,666 | 211 | 24% |
| 10 | Minnesota | 5,576,606 | 1,146 | 21% |
| 11 | Indiana | 6,666,818 | 1,272 | 19% |
| 12 | Iowa | 3,145,711 | 603 | 19% |
| 13 | Montana | 1,050,493 | 187 | 18% |
| 14 | Pennsylvania | 12,805,537 | 2,095 | 16% |
| 15 | Oregon | 4,142,776 | 678 | 16% |
| 16 | New Mexico | 2,088,070 | 339 | 16% |
| 17 | Idaho | 1,716,943 | 283 | 16% |
| 18 | Wyoming | 579,315 | 94 | 16% |
| 19 | Arkansas | 3,004,279 | 454 | 15% |
| 20 | New Hampshire | 1,342,795 | 201 | 15% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Sahuarita | 1 | 3% | $66,028 |
| 2 | Gainesville | 2 | 2% | $64,429 |
| 3 | Savannah | 1 | 1% | $66,215 |
| 4 | Atlanta | 2 | 0% | $68,100 |
| 5 | Tucson | 1 | 0% | $66,056 |
University of Central Missouri

Bethel University
University of Central Missouri
Safety Sciences
Wesley Tinker: - Most dislikes are typically initial as they are mostly during the time needed to adapt to the organizational structure and procedures. Desensitization to certain aspects such as public speaking and conflict resolution is needed, as those skills will assist them heavily in their future in safety. Another dislike could be the individual not enjoying the development of safety loss control programs, but these documents are the backbone to which they enforce compliance and explain all elements related to worker and infrastructure safety. - There are many more 'likes' associated with being in safety than 'dislikes'. Safety Professionals can expect a very rewarding career personally, financially, and professionally as they typically enjoy a great work/life balance, maintaining a lucrative career which the majority of organizations start them at salaries ranging from $70,000 to $95,000, and several developmental aspects associated with being an active Safety Professional.

Bethel University
Education Leadership
Jessica Tangen Daniels Ph.D.: The skills that "stand out" on an educational leader's resume are those that synergize into a coherent story. So not necessarily the skills that are self-identified and listed under a "skills" heading, but those that are evidenced through outcomes achieved appointments/promotions, or other demonstrated successes. For example, in an educational institution, being elected to a chair or moderator position within a senate structure might indicate characteristics of diplomacy, advocacy, collaboration, and wisdom. The resume reader can imagine how those attributes might translate to a new employment space, with much more confidence than if those same characteristics were merely listed as skills. So first, on a resume, prioritize representing your skills through a story, experience, and evidence (rather than self-described adjectives) in a way that reflects your unique narrative.
Now, regarding the specific skills. Some of the skills desired in an educational leader change, based on the institutional context, the previous leader, unique internal or external challenges, etc. However, I would suggest two interminable and foundational skills that will always stand out on a resume and differentiate the applicant: working hard and working with others. Employers want to hire a hard worker, determined, responsible, trustworthy, and strong work ethic. And employers want to hire someone who others want to work with, someone who is collaborative, thoughtful, or in Ingnation or Jesuit language, someone who is for and with others.
Those two skills form a foundation for professional success.
Jessica Tangen Daniels Ph.D.: With the rapid rate of change, accelerating information turnover, and boundless access to knowledge, certain new soft skills may now be prioritized in our current society. So we all have to be learners, seeking new information, anticipating that we will need to change our mind, and striving for a disposition of curiosity. The specific skill of asking good questions cannot be underestimated.
Employers may be seeking skills like imaginative bridging, humbly and curiously connecting dots. Or the skills of facilitation and curation, with so many different perspectives and lived experiences, and an overabundance of information, an educational leader, must manage people, perspectives, and content like never before.
Employers are looking for skills that relate to not only the day-to-day tactical aspects of educational leadership but also imaginative problem-solving for a thriving future.
Jessica Tangen Daniels Ph.D.: For educational leaders, I'm not convinced discrete skills equate to salary. Working hard and working well with others, with a disposition of humility and curiosity, is really powerful. Perhaps the combination of soft and hard skills gained through diverse experiences, positions, and institutional contexts results in the highest earning potential.