Education:
41%
Bachelor's Degree
20%
Master's Degree
Adult Basic or Secondary Education or ESL Teacher
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Job Outlook:
Decline
Education:
Bachelor's degree
Salary
High:
$97,010.00
Average:
$63,130.00
Hourly
Average:
$30.35
What they do:
Teach or instruct out-of-school youths and adults in basic education, literacy, or English as a Second Language classes, or in classes for earning a high school equivalency credential.
On the job, you would:
- Observe and evaluate students' work to determine progress and make suggestions for improvement.
- Observe students to determine qualifications, limitations, abilities, interests, and other individual characteristics.
- Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.
Important Qualities
Communication skills. Adult basic and secondary education and ESL teachers must collaborate with other teachers and program administrators. In addition, they must explain concepts in terms that students can understand.
Cultural sensitivity. Teachers work with students from a variety of cultural, educational, and economic backgrounds. They must be respectful of their students’ backgrounds and be understanding of their concerns.
Patience. Working with students of different abilities and backgrounds can be difficult. Teachers must be patient when students struggle to understand the material.
Resourcefulness. Teachers must be able to think on their feet and find ways to keep students engaged in learning. They may have to change their methods of instruction to address the different needs of their students.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
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90% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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88% | Integrity - Job requires being honest and ethical. | |
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86% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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83% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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82% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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82% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
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81% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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79% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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73% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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73% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
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70% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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70% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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69% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
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69% | Persistence - Job requires persistence in the face of obstacles. | |
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68% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
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65% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
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100% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
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61% | Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
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83% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
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67% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
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67% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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61% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
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61% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
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81% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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75% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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72% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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72% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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69% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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66% | Near Vision - The ability to see details at close range (within a few feet of the observer). |
Job Details
Responsibilities
Modify teaching methods or materials to accommodate student needs.
Monitor student performance.
Evaluate student work.
Plan educational activities.
Apply multiple teaching methods.
Maintain student records.
Set up classroom materials or equipment.
Develop instructional objectives.
Encourage students.
Establish rules or policies governing student behavior.
Advise students on academic or career matters.
Evaluate student work.
Assign class work to students.
Assess educational needs of students.
Assess educational needs of students.
Perform student enrollment or registration activities.
Develop strategies or programs for students with special needs.
Administer tests to assess educational needs or progress.
Prepare tests.
Evaluate student work.
Create technology-based learning materials.
Develop instructional objectives.
Advise students on academic or career matters.
Enforce rules or policies governing student behavior.
Evaluate effectiveness of educational programs.
Collaborate with other teaching professionals to develop educational programs.
Discuss problems or issues with supervisors.
Attend training sessions or professional meetings to develop or maintain professional knowledge.
Plan educational activities.
Document lesson plans.
Prepare reports detailing student activities or performance.
Select educational materials or equipment.
Distribute instructional or library materials.
Order instructional or library materials or equipment.
Collaborate with other teaching professionals to develop educational programs.
Promote educational institutions or programs.
Serve on institutional or departmental committees.
Plan experiential learning activities.
Advise students on academic or career matters.
Schedule instructional activities.
Write grant proposals.
Assist students with special educational needs.
Train staff members.
Collaborate with other agencies and institutions to coordinate educational matters.
Evaluate performance of educational staff.
Write articles, books or other original materials in area of expertise.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
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90% | Electronic Mail - How often do you use electronic mail in this job? | |
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85% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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84% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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83% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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82% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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81% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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80% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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74% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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72% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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69% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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67% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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66% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
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78% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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75% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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71% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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71% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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70% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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69% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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68% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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67% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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67% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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66% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
What Adult Basic and Secondary Education and ESL Teachers Do
Adult education and ESL teachers use different teaching strategies to meet their students’ needs.
Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading, writing, and speaking English. They also help students earn their high school equivalency credential.
Duties
Adult basic and secondary education and ESL teachers typically do the following:
- Plan and teach lessons to help students gain the knowledge and skills needed to earn their high school equivalency credential
- Adapt teaching methods based on students’ strengths and weaknesses
- Emphasize skills that will help students find jobs, such as learning English words and common phrases used in the workplace
- Assess students for learning disabilities
- Monitor students’ progress
- Help students develop study skills
- Connect students to other resources in their community, such as job placement services
Students’ educational level and skills are assessed before they enter these programs. Teachers may conduct the assessments; however, sometimes another staff member assesses students. Based on the results of the assessment and the student’s goals, teachers develop an education plan.
Teachers must formally evaluate their students periodically to determine their progress and potential to go on to the next level of classes. However, teachers may informally evaluate their students’ progress continually.
Adult basic and secondary education and ESL teachers often have students of various ability levels in their classes. As a result, these teachers need to use different strategies to meet the needs of all of their students. They may work with students in classes or teach them one-on-one.
There are three types of education that adult basic and secondary education and ESL teachers provide:
Adult basic education (ABE) classes teach students the basics of reading, writing, and math. The students generally are age 16 or older and need to gain proficiency in these skills to improve their job situation. Teachers prepare students for further education and help them to develop skills that they will need in the workplace. For example, they may teach students how to write a resume.
Adult secondary education classes prepare students to take the test to earn a high school equivalency credential. Some programs are combined with career preparation programs so that students can earn a high school equivalency and a career-related credential at the same time.
The high school equivalency exam is composed of four subjects: language arts, math, science, and social studies. In addition to teaching these subjects, teachers also help their students improve their skills in communicating, critical thinking, and problem solving—skills they will need in preparing for further education and successful careers.
English as a Second Language (ESL), also called English for Speakers of Other Languages (ESOL), classes teach students to read, write, and speak English. Students in these classes are immigrants to the United States or those whose native language is not English. ESL teachers may have students from many different countries and cultures in their classroom. Because the ESL teacher and the students may not share a common native language, ESL teachers must be creative with their communication in the classroom.
ESL teachers often focus on helping their students with practical vocabulary for jobs and daily living. They also may focus on preparing their students to take the citizenship exam.
Work Environment
Adult basic and secondary education and ESL teachers held about 42,200 jobs in 2022. The largest employers of adult basic and secondary education and ESL teachers were as follows:
| Elementary and secondary schools; state, local, and private | 33% |
| Junior colleges; state, local, and private | 23 |
| Other schools and instruction; state, local, and private | 10 |
| Self-employed workers | 7 |
| Colleges, universities, and professional schools; state, local, and private | 3 |
Students in adult education and ESL programs attend classes by choice. As a result, they are often highly motivated, which may make teaching them rewarding and satisfying.
Work Schedules
These teachers often work in the mornings and evenings, because classes are held at times when students are not at work. Part-time work is common.
Getting Started
How to Become an Adult Basic or Secondary Education or ESL Teacher
Working with students of different abilities and backgrounds can be difficult and teachers must respond with patience when students struggle with material.
Adult basic and secondary education and ESL teachers who work in public schools typically need at least a bachelor’s degree and a license or certification.
Education
Adult basic and secondary education and ESL teachers in public schools typically need at least a bachelor’s degree. Some community colleges prefer to hire those with a master’s degree or graduate coursework in adult education or English as a Second Language (ESL).
Programs in adult education prepare prospective teachers to use effective strategies for adult learners, work with students from a variety of cultures and backgrounds, and teach adults with learning disabilities. Some programs allow these prospective teachers to specialize in adult basic education, secondary education, or ESL.
Prospective ESL teachers should take courses or training in linguistics and theories of how people learn second languages. Knowledge of a second language is not necessary to teach ESL, but it can be helpful.
Teacher education programs instruct prospective teachers in how to present information to students and how to work with students of varying abilities and backgrounds. Programs typically include an opportunity for student-teachers to work with a mentor and get experience in a classroom. For information about teacher preparation programs in your state, visit Teach.org.
Adult basic and secondary education and ESL teachers may take professional development classes to improve their teaching skills and ensure that they keep up with research about teaching adults.
Licenses, Certifications, and Registrations
Adult basic and secondary education and ESL teachers who work in public schools must have a teaching certificate. Some states have certificates specifically for adult education. Other states require teachers to have a certificate in elementary or secondary education.
To obtain a license, adult basic and secondary education and ESL teachers typically need a bachelor’s degree and must complete a student-teaching program. For more information, contact the director of adult education for your state. Contact information is available from the U.S. Department of Education.
Job Outlook
Employment of adult basic and secondary education and ESL teachers is projected to decline 13 percent from 2022 to 2032.
Despite declining employment, about 4,200 openings for adult basic and secondary education and ESL teachers are projected each year, on average, over the decade. All of those openings are expected to result from the need to replace workers who transfer to other occupations or exit the labor force, such as to retire.
Employment
Enrollment in adult education and ESL programs has declined in recent years. At the same time, high school graduation rates have increased, reducing the number of adults seeking to obtain high school equivalency credentials. As these trends continue, the demand for adult basic and secondary education and ESL teachers may decline.
Changes in government funding for adult education and ESL programs also may impact the demand for these workers.
Contacts for More Information
For more information about adult education in your state, visit
For more information about teaching and becoming a teacher, visit
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of adult basic and secondary education and ESL teachers.
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|---|---|---|---|---|
|
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Bachelor's degree | $61,450 |
|
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|
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|
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Bachelor's degree | $61,620 |
|
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|
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|
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|
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|
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|
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|
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|
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