Educators

The following is written by and according to the U.S. Department of Labor and particular to the job outlook for teachers.

Employment of preschool, kindergarten, elementary, middle, and secondary school teachers is projected to grow about as fast as average. Job prospects are expected to be favorable, with particularly good prospects for teachers in high-demand fields like math, science, and bilingual education, or in less desirable urban or rural school districts.

Employment change. Employment of school teachers is expected to grow by 12 percent between 2006 and 2016, about as fast as the average for all occupations. However, because of the size of the occupations in this group, this growth will create 479,000 additional teacher positions, more than all but a few occupations.

Through 2016, overall student enrollments in elementary, middle, and secondary schools-a key factor in the demand for teachers-are expected to rise more slowly than in the past as children of the baby boom generation leave the school system. This will cause employment of teachers from kindergarten through the secondary grades to grow as fast as the average. Projected enrollments will vary by region. Fast-growing States in the South and West-led by Nevada, Arizona, Texas, and Georgia-will experience the largest enrollment increases. Enrollments in the Midwest are expected to hold relatively steady, while those in the Northeast are expected to decline. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job.

The number of teachers employed is dependent on State and local expenditures for education and on the enactment of legislation to increase the quality and scope of public education. At the Federal level, there has been a large increase in funding for education, particularly for the hiring of qualified teachers in lower income areas. Also, some States are instituting programs to improve early childhood education, such as offering full day kindergarten and universal preschool. These programs, along with projected higher enrollment growth for preschool age children, will create many new jobs for preschool teachers, which are expected to grow much faster than the average for all occupations.

Job prospects. Job opportunities for teachers over the next 10 years will vary from good to excellent, depending on the locality, grade level, and subject taught. Most job openings will result from the need to replace the large number of teachers who are expected to retire over the 2006-16 period. Also, many beginning teachers decide to leave teaching for other careers after a year or two-especially those employed in poor, urban schools-creating additional job openings for teachers.

The job market for teachers also continues to vary by school location and by subject taught. Job prospects should be better in inner cities and rural areas than in suburban districts. Many inner cities-often characterized by overcrowded, ill-equipped schools and higher-than-average poverty rates-and rural areas-characterized by their remote location and relatively low salaries-have difficulty attracting and retaining enough teachers. Currently, many school districts have difficulty hiring qualified teachers in some subject areas-most often mathematics, science (especially chemistry and physics), bilingual education, and foreign languages. Increasing enrollments of minorities, coupled with a shortage of minority teachers, should cause efforts to recruit minority teachers to intensify. Also, the number of non-English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language. Qualified vocational teachers also are currently in demand in a variety of fields at both the middle school and secondary school levels. Specialties that have an adequate number of qualified teachers include general elementary education, physical education, and social studies.

The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs. In recent years, the total number of bachelor's and master's degrees granted in education has been increasing slowly. But many States have implemented policies that will encourage even more students to become teachers because of a shortage of teachers in certain locations and in anticipation of the loss of a number of teachers to retirement.

For the source and more detailed information concerning your request, click on the related links section (U.S. Department of Labor) indicated directly below this answer section.

It depends what kind of personal issues are you talking about. If you are being abused or something like that then you should tell a teacher or a guidance counselor so that they can help you. You should not just tell personal or family business to your teacher under any other circumstances.

Well, if your telling them stuff you were meant to keep secret, then no. Only tell personal information to a teacher if you trust them.

NEVER TELL A TEACHER ANYTHING IF THEY ARE A PERVERT.

Tutoring can be a great job whether you are still in college or have recently graduated. It is typically flexible and pays a decent hourly wage. Here are some tips for becoming a tutor.

1. Identify what subject(s) you would like to tutor. What subjects are you particularly good at? What subjects do you enjoy? Asking yourself these questions is an important first step in identifying what you would like to tutor.
2. Decide where/whom would you like to tutor.There are many ways to be a tutor. Before searching for tutoring jobs, it’s important to decide whom you want to tutor (what age students, etc.) and where you would like to tutor (on campus, at a coffee shop, at someone’s home, etc.).
3. Seek out tutoring opportunities in your community. Check with your college’s tutoring center to see if they are hiring (sometimes you have to check with individual departments because they hire their own tutors). There are also professional tutoring agencies in the community that hire tutors to work with school-aged children and/or adults.
4. Stay organized. Since tutoring typically involves working with a variety of clients in different places, it’s important to stay organized by keeping a calendar so that you don’t miss an appointment. Also, be sure to keep your clients’ contact information handy in case you need to cancel or change an appointment.
5. Communicate with your client and be clear about expectations. Before you start tutoring someone, take some time to understand his or her goals and expectations about the tutoring process (are you helping your client prepare for a specific test, for example). You should also be clear about your own expectations (timeliness, payment arrangement, etc.).
6. Prepare so you can exceed your client’s expectations. Spend some time between tutoring sessions preparing materials to help exceed your client’s expectations. This is key to solidifying a positive tutoring relationship.

To teach within the public school system in the United States at the pre-K through high school levels, you must have a bachelor's degree in a teacher education program from a regionally accredited college or university and state teacher certification. This would take approximately four years to complete as a full-time student, provided you take the program as prescribed by the college or university.

For the source and more detailed information concerning your request, click on the related links section (U.S. Department of Labor) indicated directly below this answer section.