Occupation · SOC 25-3021
Self-Enrichment Teachers
Teach or instruct individuals or groups for the primary purpose of self-enrichment or recreation, rather than for an occupational objective, educational attainment, competition, or fitness.
Median wage
$45,590
$28,980–$90,780
Projected growth
+3.7%
Average growth
Annual openings
1,550
per year
Employed (US)
308,520
Job Zone 3
Typical preparation
Medium preparation
Stackable credential programs
58 mapped
Core skills
SpeakingLearning StrategiesInstructingActive ListeningSocial PerceptivenessReading ComprehensionMonitoringCritical ThinkingActive LearningWritingService OrientationJudgment and Decision MakingCoordinationTime ManagementComplex Problem SolvingPersuasionManagement of Personnel ResourcesSystems EvaluationSystems AnalysisNegotiationQuality Control AnalysisMathematicsOperations MonitoringOperations AnalysisTechnology DesignProgrammingTroubleshootingOperation and ControlManagement of Material ResourcesScienceManagement of Financial ResourcesRepairingInstallationEquipment SelectionEquipment Maintenance
Knowledge areas
Education and TrainingCustomer and Personal ServiceEnglish LanguageSociology and AnthropologyComputers and ElectronicsPsychologyMathematicsForeign LanguageCommunications and MediaSales and MarketingGeographyFine ArtsAdministration and ManagementPublic Safety and SecurityAdministrativeLaw and GovernmentPhysicsPhilosophy and TheologyPersonnel and Human ResourcesTherapy and CounselingHistory and ArcheologyEngineering and TechnologyProduction and ProcessingMechanicalBiologyMedicine and DentistryTransportationTelecommunicationsEconomics and AccountingChemistryDesignFood ProductionBuilding and Construction
Technology & tools
Adobe AcrobatAdobe DreamweaverAdobe PhotoshopBlackboard softwareCorel Paint Shop ProEducational softwareEmail softwareGoogle ClassroomHypertext markup language HTMLMicrosoft AccessMicrosoft ExcelMicrosoft Internet ExplorerMicrosoft Office softwareMicrosoft PowerPointMicrosoft Windows Movie MakerMicrosoft WordNearpodSchoologyVideo editing softwareWeb browser softwareWord processing softwareYouTube
Representative tasks
Training and Teaching OthersCoaching and Developing OthersInterpreting the Meaning of Information for OthersThinking CreativelyEstablishing and Maintaining Interpersonal RelationshipsGetting InformationMaking Decisions and Solving ProblemsIdentifying Objects, Actions, and EventsCommunicating with Supervisors, Peers, or SubordinatesMonitoring Processes, Materials, or SurroundingsUpdating and Using Relevant KnowledgeDocumenting/Recording InformationOrganizing, Planning, and Prioritizing WorkProviding Consultation and Advice to OthersCommunicating with People Outside the OrganizationCoordinating the Work and Activities of OthersScheduling Work and ActivitiesDeveloping Objectives and StrategiesPerforming for or Working Directly with the PublicSelling or Influencing OthersAnalyzing Data or InformationResolving Conflicts and Negotiating with OthersAssisting and Caring for OthersJudging the Qualities of Objects, Services, or PeopleProcessing InformationWorking with ComputersPerforming General Physical ActivitiesGuiding, Directing, and Motivating SubordinatesDeveloping and Building TeamsInspecting Equipment, Structures, or MaterialsEvaluating Information to Determine Compliance with StandardsPerforming Administrative ActivitiesHandling and Moving ObjectsStaffing Organizational UnitsEstimating the Quantifiable Characteristics of Products, Events, or InformationMonitoring and Controlling ResourcesOperating Vehicles, Mechanized Devices, or EquipmentRepairing and Maintaining Mechanical EquipmentControlling Machines and ProcessesDrafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment
Competency framework
Skill expectations by proficiency level.
emerging
Basic lesson objectives — communicate clearly to students at the start of each class session in a structured enrichment setting.Standard teaching methods such as lectures and demonstrations — apply under supervisor guidance when instructing small groups of adult or youth learners.Student records and enrollment data — enter and maintain accurately using administrative software under direct oversight.Individual student observations — conduct during class activities to begin identifying differences in ability and learning pace.Prepared instructional materials — distribute and follow step-by-step in a community education or enrichment program classroom.Written and oral assessments — administer using pre-designed templates provided by program coordinators in a self-enrichment course.Electronic mail software — use to communicate routine class updates and reminders to enrolled students under supervisor review.Active listening techniques — practice during student questions and discussions to gather basic feedback on comprehension.Course standards and learning objectives — reference consistently to keep individual class activities aligned with program requirements.Internet browser and document management software — use to locate and organize supplementary instructional resources for assigned lessons.
developing
Instructional methods including discussion, demonstration, and hands-on practice — select and alternate routinely based on the observed needs of a mixed-ability enrichment class.Lesson plans and unit objectives — develop independently and communicate clearly to students across multiple sessions of a self-enrichment course.Student performance data — monitor across a course term and provide specific, constructive feedback to help learners meet stated course standards.Teaching materials and pacing — adapt with limited oversight when students demonstrate varying levels of prior knowledge or interest in an enrichment setting.Student records including attendance, grades, and progress notes — maintain accurately and completely in accordance with program administrative policies.Written, oral, and performance assessments — prepare, administer, and grade using established rubrics aligned to course objectives in a community learning environment.Encouraging language and goal-setting conversations — incorporate into regular instruction to motivate students to pursue further learning opportunities beyond the current course.Spreadsheet or database software — use to track student progress metrics and organize class rosters for a multi-section enrichment program.Social perceptiveness — apply during group interactions to detect disengagement or frustration and adjust instructional tone or approach accordingly.Computer-based training or web-based resources — integrate into lesson delivery to reinforce content and accommodate different learning preferences.
proficient
Full instructional scope from lesson design through assessment — manage autonomously across multiple courses and student populations in a self-enrichment or community education environment.Differentiated teaching strategies — design and implement independently to address a wide spectrum of student qualifications, limitations, and individual interests identified through systematic observation.Non-routine learner challenges such as skill gaps or motivational barriers — diagnose and resolve using targeted interventions tailored to the enrichment learning context.Comprehensive unit and project objectives — craft with clear alignment to learner outcomes and communicate effectively through multiple formats including written syllabi and verbal briefings.Student growth and course effectiveness — evaluate using quantitative records and qualitative observation data to make evidence-based improvements to curriculum and instructional methods.Oral expression and structured facilitation — employ skillfully to lead high-engagement group discussions and interactive demonstrations that deepen participant understanding.Student perseverance and independent learning habits — cultivate deliberately through coaching conversations and challenging task sequences within enrichment program sessions.Graphics, photo imaging, and web page tools — use proficiently to create polished, engaging instructional materials and course resource pages for students.Assessment instruments including written, oral, and performance formats — construct, pilot, and refine to ensure valid measurement of course standards across diverse learner groups.Coordination with program administrators and co-instructors — execute effectively to ensure scheduling, resource allocation, and student support services align with course delivery needs.
advanced
Program-wide curriculum frameworks and learning outcome standards — design and implement across an enrichment or continuing education department to ensure coherent, high-quality student experiences.Instructional best practices and pedagogical innovation — champion and model organization-wide, guiding less experienced instructors in adopting evidence-based teaching methods.Strategic vision for student development pathways — establish and communicate to stakeholders, encouraging learners to pursue sequential enrichment opportunities that build long-term skills.Instructor performance and professional growth — mentor and evaluate across a team of self-enrichment teachers, providing structured feedback and developmental coaching.Organizational policies for student records, assessment standards, and course quality — author and oversee, ensuring institutional compliance and continuous improvement across all program offerings.Community partnerships and stakeholder relationships — cultivate at an organizational level to expand program reach, secure resources, and align enrichment offerings with community learning needs.Advanced technology platforms including project management, web development, and database tools — lead the adoption and integration of across a department to improve instructional efficiency and learner engagement.Enrollment trends, learner outcome data, and course performance metrics — analyze at a portfolio level to drive data-informed decisions about program expansion, revision, or discontinuation.Organizational culture of adaptability and learner-centered instruction — model and foster by setting expectations, recognizing innovative practice, and resolving systemic barriers to effective teaching.Cross-functional coordination between instruction, administration, and marketing — lead to align program messaging, scheduling, and resource deployment with the strategic goals of the enrichment organization.
Also known as
114 alternate job titles map to this occupation.
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