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Job outlook for instructional paraprofessionals in the United States
Instructional paraprofessional job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected instructional paraprofessional job growth rate is 4% from 2018-2028.
About 55,400 new jobs for instructional paraprofessionals are projected over the next decade.
Instructional paraprofessional salaries have increased 14% for instructional paraprofessionals in the last 5 years.
There are over 96,329 instructional paraprofessionals currently employed in the United States.
There are 49,766 active instructional paraprofessional job openings in the US.
The average instructional paraprofessional salary is $31,835.
Are instructional paraprofessional jobs in demand?
Instructional paraprofessional job and salary trends over time
Instructional paraprofessional jobs over time
Instructional paraprofessional job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 96,329 | 0.03% |
| 2020 | 103,913 | 0.03% |
| 2019 | 109,274 | 0.03% |
| 2018 | 98,022 | 0.03% |
| 2017 | 95,684 | 0.03% |
Average instructional paraprofessional salary over time
Instructional paraprofessional salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $31,835 | $15.31 | +3.5% |
| 2024 | $30,746 | $14.78 | +3.4% |
| 2023 | $29,728 | $14.29 | +2.7% |
| 2022 | $28,945 | $13.92 | +3.3% |
| 2021 | $28,008 | $13.47 | +2.0% |
Instructional paraprofessional jobs by state
Most common states for instructional paraprofessionals
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 60 | 9% |
| 2 | New Hampshire | 1,342,795 | 95 | 7% |
| 3 | Arizona | 7,016,270 | 342 | 5% |
| 4 | Connecticut | 3,588,184 | 192 | 5% |
| 5 | Illinois | 12,802,023 | 471 | 4% |
| 6 | Wyoming | 579,315 | 24 | 4% |
| 7 | Vermont | 623,657 | 23 | 4% |
| 8 | New Jersey | 9,005,644 | 251 | 3% |
| 9 | Colorado | 5,607,154 | 196 | 3% |
| 10 | Montana | 1,050,493 | 28 | 3% |
| 11 | Michigan | 9,962,311 | 191 | 2% |
| 12 | Virginia | 8,470,020 | 154 | 2% |
| 13 | Maryland | 6,052,177 | 149 | 2% |
| 14 | Massachusetts | 6,859,819 | 135 | 2% |
| 15 | Minnesota | 5,576,606 | 121 | 2% |
| 16 | Oregon | 4,142,776 | 103 | 2% |
| 17 | Kansas | 2,913,123 | 48 | 2% |
| 18 | New Mexico | 2,088,070 | 40 | 2% |
| 19 | Nebraska | 1,920,076 | 38 | 2% |
| 20 | Idaho | 1,716,943 | 29 | 2% |
Most common cities for instructional paraprofessionals
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Stoughton | 2 | 7% | $35,201 |
| 2 | Queen Creek | 2 | 6% | $29,896 |
| 3 | Issaquah | 2 | 5% | $37,417 |
| 4 | Wilmington | 2 | 3% | $26,713 |
| 5 | Atascadero | 1 | 3% | $34,959 |
| 6 | Bloomington | 2 | 2% | $32,552 |
| 7 | New Orleans | 2 | 1% | $25,067 |
| 8 | Tempe | 2 | 1% | $29,967 |
| 9 | Boston | 2 | 0% | $35,238 |
| 10 | Baltimore | 1 | 0% | $26,898 |
| 11 | Birmingham | 1 | 0% | $24,868 |
| 12 | Charlotte | 1 | 0% | $25,398 |
| 13 | Denver | 1 | 0% | $31,202 |
| 14 | Des Moines | 1 | 0% | $24,987 |
Instructional Paraprofessional job outlook: Expert opinions
Our panel of instructional paraprofessional experts
University of Michigan Dearborn
Centenary University
Springfield College
Berry College
Missouri State University
Boston College
Nicholls State University
Chatham University
University of Houston-Clear Lake
Ohio University
UNC Charlotte
University of Miami
University of Mary Washington
Park University
Calvin University
Christopher Burke PhD
Professor Science EducationUniversity of Michigan Dearborn
Health/Medical Preparatory Programs
What will help Instructional Paraprofessionals increase their earning potential?
Christopher Burke PhD: Look for opportunities for leadership in both informal and formal roles.
Understand the contract and know how you move on the salary scale (credits? degrees?).
Know how a district compensates for extra pay/extra duty positions...but don't overwhelm with too many.
Know the condition of the market: Is it a "job seeker's market" or an "employer's hirer's market?" Turnover in positions can be cyclical and is effective by conditions such as economic circumstances. Sometimes one can be "choosier" than at other times based on demand.
Education-teaching and in leadership-is a relatively portable career. But levels of remuneration vary considerably across states and regions-and within states and regions. So...would, you be willing to consider a move? Usually moving to another state requires some work regarding transferability and recognition of credentials held in another state. But as demand increases, barriers to ease of relocation tend to decrease.
Dr. Lisa Mastrangel Ph.D.
Associate Professor of English, Director of CompositionCentenary University
Department is Business, Media, and Writing
Will there be an enduring impact of the coronavirus pandemic on Instructional Paraprofessionals?
Dr. Lisa Mastrangel Ph.D.: While there will likely be a more challenging job market for some time to come, even once coronavirus ends, degrees in Professional Writing remain highly marketable because of their "portability." Many work environments have discovered that employees work just as effectively when they are remote, and managing social media and marketing content can undoubtedly be done remotely. With strong writing skills and a facility with multiple technology platforms, students with Professional Writing backgrounds will continue to be strong contenders on the job market.
Dr. Linda Davis-Delano
Director, Educator Preparation & Licensure, Professor, Physical EducationSpringfield College
Educator Preparation
What are the biggest trends we'll see in the Instructional Paraprofessional job market given the pandemic?
Dr. Linda Davis-Delano: Many more job openings as teachers retire early.
What skills stand out on Instructional Paraprofessional resumes?
Dr. Linda Davis-Delano: Ability to teach remotely and use a variety of pedagogical techniques including the use of a variety of technological platforms (e.g., YouTube, Zoom, Microsoft Teams, Nearpod, Kahoot, Brainpop, TedEd).
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Dr. Linda Davis-Delano: Graduates will be successful securing teaching positions all across the country.
What are the biggest trends we'll see in the Instructional Paraprofessional job market given the pandemic?
Dr. Frances Roe: One of the biggest current trends in education is that the pandemic has prompted many teachers to retire or to leave the teaching profession. This exodus from the profession means that there will be more jobs available for our graduates. Locally, administrators from different districts have asked me if the Teacher Education Department knows of any recent graduates who do not have teaching jobs. They are ready to hire our recent graduates right now! The certification area did not matter. They need certified teachers now!
A trend is one that continues from pre-pandemic days. That trend is the need for math and science teachers for middle and high schools. Foreign language and special education teachers are also remain in demand.
What skills stand out on Instructional Paraprofessional resumes?
Dr. Frances Roe: In my opinion, student teachers must include language at the top of their resume that aligns with the language listed in the advertisement for the teaching position. The HR Department of most school districts receive the resumes first. The personnel in HR sorts the resumes according to their needs, so graduates should state near the top of their resumes skills that align with the school district's needs. Also, they should highlight that they have had experience teaching virtually. All of our graduates have had some experience in this area. Virtual teaching is likely a trend that will be with us for a while.
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Dr. Frances Roe: Urban and large suburban areas are typically excellent places to our graduates to find teaching jobs. Large districts such as Hamilton County in Chattanooga, Cobb, and Gwinnet Counties in Georgia, as well as our local school districts are regulars at our Teacher Recruitment Fairs. The districts are holding their own district teacher recruitment fairs earlier and earlier in hopes of hiring our graduates. It is not usual for districts of various sizes to either email or call me asking for help finding certified teachers in the areas I identified earlier.
What skills stand out on Instructional Paraprofessional resumes?
Dr. Ximena Uribe-Zarain: Graduates of programs in the realm of educational assessment, program evaluation, and research in education tend to excel at critically evaluating social issues, and at using sophisticated methodologies to solve such issues. They are prepared to understand psychometric theory and to implement program evaluation. All of these are good skills to highlight. However, we cannot forget that graduates are more often than not avid users of technologies capable of navigating complex research and statistical software. I believe that highlighting technological skills (quantitative and qualitative analysis software, programming, use of VPN, etc.) is a good bet, especially now that working from home is so prevalent. Also, it is important to mention that being a good communicator could be the deciding factor, especially as we are communicating clearly and professionally more and more often using different media.
Tim Klein
MSW, True North LeadBoston College
Lynch School Of Education and Human Development
What skills stand out on Instructional Paraprofessional resumes?
Tim Klein: This market shift will influence the skills that employers are looking for. Specifically, this will put a premium on universal human skills-skills that cannot be replaced by technology. Companies will be looking for three types of workers who possess different universal human skills-they will want innovators who are creative, critical thinkers adept at navigating uncertainty. They will want facilitators, who are skilled communicators and expert relationship builders. They will want executors-people who are incredibly responsible, accountable and trustworthy. The good news is that interdisciplinary studies provides ample opportunity for students to become innovators, facilitators and executors. Because these skills are not domain specific, students with an interdisciplinary background could really excel in a variety of fields, from healthcare, to tech, to education. Recent college graduate ability to successfully enter the workforce will depend on their ability to "self-credential"-that is, effectively tell the story of how they developed universal human skills through their college education, and show how those skills will transfer to success in the workforce.
Karen Cheramie
Interdisciplinary Studies Program CoordinatorNicholls State University
English, Modern Languages & Cultural Studies Department
What are the biggest trends we'll see in the Instructional Paraprofessional job market given the pandemic?
Karen Cheramie: Remote work is changing the workplace we once knew. People seeking jobs are at a disadvantage with employers cutting back hiring. Short-term job market looks bleak.
What skills stand out on Instructional Paraprofessional resumes?
Karen Cheramie: Make sure your future employers know the impact you can make in the job. Check on your transferable skills. Be flexible and adaptable.
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Karen Cheramie: Nicholls' IDST alumni have always had an endless number of careers to choose from. Positions in Business, Education, Political Science, Law Enforcement, Banking, Human Resources, Social Service, and so much more are within their reach.
Christie Lewis
Assistant Professor of Education, Field CoordinatorChatham University
Education Department
Will there be an enduring impact of the coronavirus pandemic on Instructional Paraprofessionals?
Christie Lewis: I believe that there will be an impact on pre-service teachers that graduate during the coronavirus pandemic. Graduates are going to need a stronger network of support than they typically receive. School districts may want to consider providing monthly seminars to help new teachers adapt during their first few years of service. Going along with this, new teachers and current graduates need increased amounts of mentoring so that they can connect with well-experienced and successful teachers. Graduates of teacher preparation programs will need intensive support from someone that they can look up to and trust.
Finally, I believe it would help if schools provide outlets for nonevaluative feedback sessions based on classroom observations, and also time to co-plan with experienced colleagues in the grade level and/or content level. We also should remember that pre-service teachers graduated during unprecedented times and many learned to teach in a virtual environment as the pandemic progressed, just like many experienced teachers had to learn. This being said, many graduates lost the opportunity for traditional on-ground teaching, but graduates were resilient, preserved, and adapted. Teachers and students did the same. This is something that all graduates and everyone else should be proud of.
What type of skills will young Instructional Paraprofessionals need?
Christie Lewis: Young graduates entering the teaching force need to have many skills. Graduates should be culturally competent educators, know how to build a community of learners, know how to build relationships with families and students, know how to manage a classroom, be able to adapt, problem-solve, and think creatively. In addition, graduates need to be able to plan well to meet the needs of all learners, know how to use and analyze various student data and have the skillset to challenge students to learn so that all students can be successful in the classroom. Graduates also need to know how to use technology tools, and many graduates should have had the opportunity to learn this during student teaching. Finally, new teachers need to understand social and emotional development and how the pandemic, protests, and other current events in our world and how things happening in the student's own lives can impact learning and behavior.
What experience really stands out on Instructional Paraprofessional resumes?
Christie Lewis: I believe that graduates that go above and beyond the "check the box" really stand out. What I mean by this is that graduates who have been involved in the school and that became part of the school community really stand out. Perhaps a graduate volunteered to help with events at the school, started a tutoring club, and/or participated and did other things than teach in the classroom stands out. In addition, I think that volunteering in the community and also participating in teacher professional development really stands out. These things show that a graduate is excited and passionate.
Terry Chvala
Senior Lecturer of Early Childhood EducationUniversity of Houston-Clear Lake
College of Education
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Terry Chvala: Although oil & gas continue to suffer locally and regionally, there is still a growing trend that people continue to move to Texas. So this area continues to be a positive job market for educators and other industry. Most area school districts have become fairly competitive (with each other, but nowhere near northern and northeastern states and many others) on their starting teacher pay.
Lisa Diebel
Associate Professor of InstructionOhio University
Human and Consumer Sciences
What are the biggest trends we'll see in the Instructional Paraprofessional job market given the pandemic?
Lisa Diebel: I expect my current FCS teacher education student to have at least one teaching offer, if not multiple requests, at the end of the spring semester. Two of my community leadership students, who graduate this weekend, have reasonable job offers. One at a hospital daycare center as an assistant teacher and another at a local grocery market as a manager. Much to my delight, the pandemic has not stopped their ability to move forward.
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Lisa Diebel: I think FCS, ED, and CL graduates will successfully find employment anywhere in the US. An FCS degree offers a lot of versatility.
Brad Smith
Director of Teacher Education Advising and LicensureUNC Charlotte
Department of Teacher Education Advising and Licensure
Are there any particularly good places in the United States for Instructional Paraprofessionals to find work opportunities?
Brad Smith: There has, for some time, been a significant teacher shortage in many areas across the country. In NC, educator recruitment initiatives of all types exist in school districts, state agencies, and colleges and universities. Still, it's not uncommon for schools to begin the academic year with vacancies. I recommend that individuals interested in a teaching career review the licensing requirements in their state and speak with an advisor at a state-approved and accredited teacher education program to understand their options. Many states, NC included, have processes in place that make it possible for individuals who hold a bachelor's degree to begin teaching while they complete licensure coursework, creating a smoother transition for those changing careers. Teaching is an absolutely incredible profession. Your future students need you!
Will there be an enduring impact of the coronavirus pandemic on Instructional Paraprofessionals?
Patricia Saunders: In the field of Black Diaspora Cultural Studies, I think the impact of the Coronavirus will leave an inedible mark on this generation of scholars and professionals. Given the convergence of the Coronavirus and the social justice movement, the impact of both African American, Latino/a and Native American communities will undoubtedly shape the way that graduates in the humanities, technology, and communication, as well as the sciences, approach their teaching and research. This convergence will also impact the jobs that become available in institutions of higher learning.
Janine Davis Ph.D.
Associate ProfessorUniversity of Mary Washington
College of Education
Will there be an enduring impact of the coronavirus pandemic on Instructional Paraprofessionals?
Janine Davis Ph.D.: For our teacher education graduates, the impact of the pandemic will most likely work in their favor when it comes to finding jobs-the pandemic has led to many retirements, which will mean that we will need even more teachers to fill those empty positions. At the same time, the advent of increased virtual learning means that it will no longer be an option that teachers know and use technology, including teaching online and using learning management and data analysis systems-those skills will almost certainly be a non-negotiable for future teaching positions. Finally, I think that this event has highlighted the importance of working as part of a team of teachers and other school leaders.
How do you envision technology impacting Instructional Paraprofessionals in the next 5 years?
Suzanne Tiemann: The generations we are educating are growing up with technology all around them. They expect their teachers to be current and innovative, and we are answering back. The incredible work that teachers have done in the last few months is commendable and impressive. The teachers are modeling how to adapt, be flexible, and meet the learner where they are. Technology in the classroom will continue to grow. As teachers, we will do the same as we strive for excellence in education.
Will there be an enduring impact of the coronavirus pandemic on Instructional Paraprofessionals?
Dr. Mark Williams Ph.D.: I suspect so. Some ways of work and some jobs won't come back. But there will be other, new forms of work that we don't even know about yet, and connected with them, will be still other jobs. It takes a bit of time for societies to adjust to new realities, as we see now.