Occupation · SOC 25-2032
Career/Technical Education Teachers, Secondary School
Teach occupational, vocational, career, or technical subjects to students at the secondary school level.
Median wage
$63,910
$48,840–$98,720
Projected growth
-1.8%
Declining
Annual openings
-190
per year
Employed (US)
104,450
Job Zone 4
Typical preparation
Considerable preparation
Stackable credential programs
191 mapped
Core skills
InstructingSpeakingReading ComprehensionActive ListeningWritingMonitoringLearning StrategiesCritical ThinkingSocial PerceptivenessService OrientationCoordinationComplex Problem SolvingActive LearningTime ManagementJudgment and Decision MakingSystems EvaluationPersuasionNegotiationSystems AnalysisMathematicsManagement of Personnel ResourcesOperations MonitoringManagement of Material ResourcesTroubleshootingQuality Control AnalysisOperation and ControlTechnology DesignScienceProgrammingManagement of Financial ResourcesEquipment SelectionEquipment MaintenanceRepairingOperations AnalysisInstallation
Knowledge areas
Education and TrainingCustomer and Personal ServiceEnglish LanguageComputers and ElectronicsAdministrativeAdministration and ManagementPsychologyCommunications and MediaPersonnel and Human ResourcesPublic Safety and SecurityMathematicsLaw and GovernmentTherapy and CounselingProduction and ProcessingSociology and AnthropologyEngineering and TechnologyDesignEconomics and AccountingSales and MarketingTelecommunicationsGeographyMechanicalTransportationBuilding and ConstructionPhysicsHistory and ArcheologyPhilosophy and TheologyFine ArtsMedicine and DentistryBiologyChemistryForeign LanguageFood Production
Technology & tools
Autodesk AutoCAD Civil 3DBlackboard LearnCalendar and scheduling softwareCollaborative editing softwareCourse management system softwareDOC CopDesire2Learn LMS softwareEdmodoEdpuzzleEmail softwareGoogle DocsImage scanning softwareKahoot!Learning management system LMSMicrosoft ExcelMicrosoft Office softwareMicrosoft OutlookMicrosoft PowerPointMicrosoft WordPadletSakai CLEWeb browser softwareiParadigms Turnitin
Representative tasks
Coaching and Developing OthersCommunicating with Supervisors, Peers, or SubordinatesUpdating and Using Relevant KnowledgeOrganizing, Planning, and Prioritizing WorkMaking Decisions and Solving ProblemsScheduling Work and ActivitiesTraining and Teaching OthersResolving Conflicts and Negotiating with OthersEstablishing and Maintaining Interpersonal RelationshipsWorking with ComputersThinking CreativelyGetting InformationCoordinating the Work and Activities of OthersIdentifying Objects, Actions, and EventsGuiding, Directing, and Motivating SubordinatesDeveloping and Building TeamsPerforming for or Working Directly with the PublicDeveloping Objectives and StrategiesEvaluating Information to Determine Compliance with StandardsInterpreting the Meaning of Information for OthersDocumenting/Recording InformationMonitoring Processes, Materials, or SurroundingsAssisting and Caring for OthersAnalyzing Data or InformationCommunicating with People Outside the OrganizationJudging the Qualities of Objects, Services, or PeopleProcessing InformationProviding Consultation and Advice to OthersInspecting Equipment, Structures, or MaterialsMonitoring and Controlling ResourcesPerforming General Physical ActivitiesPerforming Administrative ActivitiesHandling and Moving ObjectsEstimating the Quantifiable Characteristics of Products, Events, or InformationSelling or Influencing OthersControlling Machines and ProcessesRepairing and Maintaining Electronic EquipmentStaffing Organizational UnitsOperating Vehicles, Mechanized Devices, or EquipmentRepairing and Maintaining Mechanical Equipment
Competency framework
Skill expectations by proficiency level.
emerging
Lesson materials and classroom setup — prepare and organize under supervisor guidance before scheduled class activities in a secondary CTE environment.Classroom rules and behavioral procedures — follow and apply established protocols for maintaining student order under cooperating teacher direction.Instructional objectives — communicate pre-written learning goals to students at the start of each lesson in a structured CTE classroom.Lectures and group discussions — deliver scripted or templated instructional content using basic teaching methods to small student groups.Audio-visual aids and word processing software — select and use provided multimedia tools to supplement occupational skill presentations.Equipment and materials safety procedures — demonstrate and monitor basic safe-use protocols with students following documented safety guidelines.Student behavior and participation — observe and record notes on individual student engagement during classroom activities under mentor oversight.Occupational knowledge content — introduce foundational trade or technical concepts using a provided systematic plan of instruction.CAD or computer-based training software — assist students in accessing and navigating designated CTE technology tools under direct supervision.Active listening and questioning techniques — apply structured listening strategies during student interactions to check for basic comprehension.
developing
Instructional plans and lesson sequences — design and execute multi-day units using lectures, demonstrations, and lab activities for CTE courses with reduced supervisor oversight.Classroom management procedures — establish and consistently enforce behavioral expectations and routines independently across multiple class periods.Student performance data — observe, document, and evaluate academic progress and behavioral development using district-approved assessment tools.Occupation-specific skill instruction — deliver systematic instruction in technical knowledge and hands-on skills aligned to a defined occupational pathway.Multimedia and e-learning platforms — integrate computer-based training software and electronic mail tools to extend and differentiate CTE instruction.Equipment care and injury prevention — instruct and monitor students on proper use and maintenance of shop or lab equipment with established safety protocols.Clear lesson objectives — write measurable learning goals for all lessons and units and communicate them explicitly to students at each session.Student social and health indicators — monitor social development and flag concerns using practiced observation skills and school referral procedures.Spreadsheet and scheduling software — use productivity tools to manage student records, grade tracking, and classroom scheduling tasks efficiently.Differentiated teaching strategies — adapt instructional approaches for varied learner needs within the same CTE classroom using researched learning strategies.
proficient
Comprehensive CTE curriculum — design, implement, and continuously refine full-course curricula aligned to industry standards and state graduation requirements without supervisory direction.Complex student performance assessment — evaluate academic, behavioral, and vocational growth holistically and apply findings to individualize instructional interventions.Non-routine classroom challenges — diagnose and resolve disruptive behavior or learning barriers using advanced judgment and social perceptiveness in high-pressure secondary school settings.Occupational field knowledge — translate current industry practices and emerging technical knowledge into engaging, accurate classroom instruction across multiple CTE pathways.Advanced technology integration — deploy CAD software, OCR tools, and multimedia platforms strategically to deepen technical learning and simulate authentic workplace environments.Cross-curricular connections — coordinate with academic colleagues to reinforce mathematics, language arts, and science content within CTE instruction to support student achievement.Work-based learning facilitation — design and supervise field studies, industry site visits, and laboratory projects that bridge classroom instruction with real occupational contexts.Student safety program management — autonomously develop, update, and enforce comprehensive equipment-use and hazard-prevention protocols in shop and lab environments.Individualized learning pathways — construct and manage personalized instructional sequences for students with diverse learning profiles, IEPs, or advanced readiness within the CTE setting.Family and stakeholder communication — compose and deliver clear written and oral reports on student progress, behavioral concerns, and program outcomes to parents and administrators.
advanced
CTE program vision and strategic direction — lead the development and long-range planning of a secondary CTE department aligned to regional workforce demands and district educational goals.Instructional coaching and peer mentorship — guide and evaluate emerging and developing CTE teachers in evidence-based pedagogy, classroom management, and technical content delivery.Industry and community partnership development — cultivate advisory board relationships with employers, trade organizations, and postsecondary institutions to ensure program currency and student credentialing opportunities.Curriculum and assessment policy — author department-level curriculum frameworks, assessment rubrics, and competency standards adopted across multiple CTE pathways school-wide.Program accreditation and compliance leadership — oversee state and national CTE accreditation processes, ensuring documentation, safety audits, and performance metrics meet or exceed standards.Budget and resource stewardship — lead procurement, grant writing, and equipment investment planning to sustain and expand CTE program infrastructure and technology.Data-driven program improvement — analyze multi-year student outcome, credential attainment, and placement data to drive systemic instructional and programmatic reforms at the department level.Professional development design — design and facilitate school-wide or district-level professional learning experiences that build instructional capacity across the CTE faculty community.Equity and access advocacy — lead initiatives to remove systemic barriers to CTE enrollment and success for underrepresented student populations, shaping school policy and resource allocation.Organizational leadership and cross-functional coordination — represent the CTE department at district leadership tables, aligning instructional priorities with school improvement plans and communicating program impact to executive stakeholders.
Also known as
82 alternate job titles map to this occupation.
Agricultural Education InstructorAgricultural Education TeacherAgriculture Education InstructorAgriculture TeacherAgriscience InstructorAllied Health TeacherAuto Body Repair Teacher (Automotive Body Repair Teacher)Auto Mechanics Instructor (Automotive Mechanics Instructor)Auto Mechanics Teacher (Automotive Mechanics Teacher)Auto Teacher (Automotive Teacher)Auto Technology Instructor (Automotive Technology Instructor)Automotive InstructorBookkeeping TeacherBuilding Trades TeacherBusiness Education TeacherBusiness Machines TeacherBusiness TeacherBusiness Technology TeacherCareer and Technical Education Teacher (CTE Teacher)Career Education TeacherCareer Technology TeacherCarpentry InstructorCarpentry TeacherCDL Driving Instructor (Commercial Driver's License Driving Instructor)Certified Flight InstructorComputer InstructorComputer Science TeacherComputer TeacherConstruction Technology InstructorConsumer Science TeacherCooking TeacherCosmetology InstructorCosmetology TeacherCulinary Arts InstructorCulinary Arts TeacherDrafting InstructorDrafting TeacherDriver Education InstructorDriving InstructorDry Cleaning Teacher