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History Teachers, Postsecondary

Teach courses in human history and historiography. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.   (O'Net 25-1125.00)

 
Reported job titles:   Adjunct Faculty, Adjunct History Instructor, Adjunct Instructor, Adjunct Professor of U.S. History, African History Professor, American History Professor, Art History Instructor, Assistant Professor, Assistant Professor of History, Associate Professor, Associate Professor of History, College or University Faculty Member, College Professor, Economic History Teacher, Faculty Member, Historiography Professor, Historiography Teacher, History Department Chair, History Faculty Member, History Instructor, History Professor, History Teacher, Humanities Division Chair, Instructor, Jewish History Professor, Lecturer, Political Science Professor, Professor, Professor of History, Russian History Professor, Social Science Instructor, Social Sciences Instructor, Social Sciences Professor, South Asian History Professor, World History Teacher
 
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    Wages
    for History Teachers, Postsecondary
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     Location Pay
    Period
    2016
    Percentile Wages Average
    Wage
    10% 25% 50%
    Median
    75% 90%
     Vermont Hourly n/a   n/a   n/a   n/a   n/a   n/a  
    Yearly $38,460   $55,770   $72,290   $91,750   $115,610   $75,610  
     
     Southern Vermont Balance of State Hourly n/a   n/a   n/a   n/a   n/a   n/a  
    Yearly $51,950   $65,030   $81,860   $103,290   $126,310   $85,480  
     
    What are Percentile Wages?
    source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released April 2017.
    n/a - For some occupations that do not generally work full time year-round, only hourly wages or annual salaries are reported depending on how they are typically paid.
     


    Employment Trends
    for History Teachers, Postsecondary
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    Location Employment Annual % change
    (compounded)
    Annual job openings
    (due to growth and
    net replacements)
    2014 2024
    Vermont 243 251 0.3% 5
    source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, statewide estimates released July 2016.
     


    Industries of Employment
    for History Teachers, Postsecondary
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    Industry Percent of Total
    2014
    Educational services; state, local, and private 99.8%
    source: Employment Projections, U.S. Bureau of Labor Statistics, National Employment Matrix, released July 2016.
     


    Tasks
    for History Teachers, Postsecondary
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  • Prepare course materials such as syllabi, homework assignments, and handouts.
     
  • Prepare and deliver lectures to undergraduate or graduate students on topics such as ancient history, postwar civilizations, and the history of third-world countries.
     
  • Evaluate and grade students' class work, assignments, and papers.
     
  • Initiate, facilitate, and moderate classroom discussions.
     
  • Compile, administer, and grade examinations, or assign this work to others.
     
  • Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
     
  • Maintain regularly scheduled office hours to advise and assist students.
     
  • Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
     
  • Maintain student attendance records, grades, and other required records.
     
  • Select and obtain materials and supplies such as textbooks.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Knowledge
    for History Teachers, Postsecondary
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  • Education and Training - Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
     
  • English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
     
  • History and Archeology - Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.
     
  • Communications and Media - Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
     
  • Geography - Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
     
  • Law and Government - Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
     
  • Philosophy and Theology - Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture.
     
  • Sociology and Anthropology - Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
     
  • Clerical - Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
     
  • Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Skills
    for History Teachers, Postsecondary
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  • Speaking - Talking to others to convey information effectively.
     
  • Reading Comprehension - Understanding written sentences and paragraphs in work related documents.
     
  • Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
     
  • Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
     
  • Instructing - Teaching others how to do something.
     
  • Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
     
  • Writing - Communicating effectively in writing as appropriate for the needs of the audience.
     
  • Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
     
  • Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
     
  • Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Abilities
    for History Teachers, Postsecondary
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  • Oral Expression - The ability to communicate information and ideas in speaking so others will understand.
     
  • Written Comprehension - The ability to read and understand information and ideas presented in writing.
     
  • Speech Clarity - The ability to speak clearly so others can understand you.
     
  • Written Expression - The ability to communicate information and ideas in writing so others will understand.
     
  • Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.
     
  • Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
     
  • Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
     
  • Near Vision - The ability to see details at close range (within a few feet of the observer).
     
  • Speech Recognition - The ability to identify and understand the speech of another person.
     
  • Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Work Activities
    for History Teachers, Postsecondary
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  • Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
     
  • Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
     
  • Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
     
  • Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
     
  • Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used.
     
  • Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
     
  • Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time.
     
  • Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
     
  • Interacting With Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
     
  • Judging the Qualities of Things, Services, or People - Assessing the value, importance, or quality of things or people.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Interests
    for History Teachers, Postsecondary
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  • Social - Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
     
  • Investigative - Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
     
  • Artistic - Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated June 2008
     


    Work Styles
    for History Teachers, Postsecondary
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  • Integrity - Job requires being honest and ethical.
     
  • Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
     
  • 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.
     
  • Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
     
  • Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems.
     
  • Self Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
     
  • Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace.
     
  • Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
     
  • Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
     
  • Initiative - Job requires a willingness to take on responsibilities and challenges.
     
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    State of Vermont License Information
    that may be required for History Teachers, Postsecondary
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    No state licenses listed for this occupation.
     


    Education and Training Requirements
    for History Teachers, Postsecondary
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  • Job Zone Five: Extensive Preparation Needed
  •  
  • Education: Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
  •  
  • Training: Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
  •  
  • Experience: Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
  •  
    source: Occupational Information Network: History Teachers, Postsecondary  updated July 2011
     


    Schools
    offering instructional programs related to History Teachers, Postsecondary
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      Related Instructional Programs
     
    • American History (United States).
     
    • Asian History.
     
    • Canadian History.
     
    • European History.
     
    • History and Philosophy of Science and Technology.
     
    • History Teacher Education.
     
    • History, General.
     
    • History, Other.
     
    • Military History. (NEW)
     
    • Public/Applied History.
     
     Search for schools offering these programs at
     
     
     
    source: National Center for Education Statistics 2000 Classification of Instructional Programs .
     


    Other Resources
    for History Teachers, Postsecondary
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  • Labor Exchange Information
  • A source for occupational characteristics, such as age, gender, race, and years of education and an alternative source for occupational wage rates. Limited to people looking for jobs and the jobs advertised through VDOL Vermont Job Link.
  • Look for statewide information over the latest 12 months for History Teachers, Postsecondary.
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  • Occupational Outlook Handbook
  • The Occupational Outlook Handbook is a nationally recognized source of career information, designed to provide valuable assistance to individuals making decisions about their future work lives. Revised every two years, the Handbook describes what workers do on the job, working conditions, the training and education needed, earnings, and expected job prospects in a wide range of occupations.
    Go to Occupational Outlook Handbook
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    source: Occupational Information Network: History Teachers, Postsecondary 
     

     
     
     
    Vermont.gov State of Vermont Department of Labor