Post Secondary education administrators

What Post secondary Education Administrator

Postsecondary education administrators assist students with a variety of tasks, such as registering for classes and completing admissions applications.

Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities. Their job duties vary depending on the area of the college they manage, such as admissions, the office of the registrar, or student affairs.

Duties

Postsecondary education administrators who work in admissions decide whether potential students should be admitted to the school. They typically do the following:

·         Determine how many students to admit to fill the available spaces

·         Prepare promotional materials about the school

·         Meet with prospective students and encourage them to apply

·         Review applications to determine if each potential student should be admitted

·         Analyze data about applicants and admitted students

Many admissions counselors are assigned a region of the country and travel to that region to speak to high school counselors and students.

In addition, admissions officers often work with the financial aid department, which helps students determine if they are able to afford tuition and creates packages of federal and institutional financial aid if necessary.

Postsecondary education administrators who work in the registrar’s office maintain student and course records. They typically do the following:

·         Schedule and register students for classes

·         Schedule space and times for classes

·         Ensure that students meet graduation requirements

·         Plan commencement ceremonies

·         Prepare transcripts and diplomas for students

·         Produce data about students and classes

·         Maintain the academic records of the institution

How registrars spend their time varies depending on the time of year. Before students register for classes, registrars must prepare schedules and course offerings. Then during registration and for the first few weeks of the semester, they help students sign up for, drop, and add courses. Toward the end of the semester, they plan graduation and ensure that students meet the requirements to graduate. Workers in a registrar’s office need advanced computer skills to create and maintain information updated.

Postsecondary education administrators who work in student affairs are responsible for a variety of co-curricular school functions, such as student athletics and activities. They typically do the following:

·         Advise students on topics such as housing issues, personal problems, or academics

·         Communicate with parents and families

·         Create, support, and assess nonacademic programs for students

·         Schedule programs and services, such as athletic events or recreational activities

Postsecondary education administrators in student affairs can specialize in student activities, housing and residential life, or multicultural affairs. In student activities, education administrators plan events and advise student clubs and organizations. In housing and residential life, education administrators assign students rooms and roommates, ensure that residential facilities are well maintained, and train student workers, such as residential advisers. Education administrators who specialize in multicultural affairs plan events to celebrate different cultures and diverse backgrounds. Sometimes, they manage multicultural centers on campus.

Other postsecondary education administrators are provosts or academic deans. Provosts, also sometimes called chief academic officers, help college presidents develop academic policies, participate in making faculty appointments and tenure decisions, and manage budgets. Academic deans direct and coordinate the activities of the individual colleges or schools. For example, in a large university, there may be a dean who oversees the law school.

Education administrators have varying duties depending on the size of their college or university. Small schools often have smaller staffs who take on many different responsibilities, but larger schools may have different offices for each of these functions. For example, at a small college, the Office of Student Life may oversee student athletics and other activities, whereas a large university may have an Athletics Department.

Work Environment

Postsecondary education administrators work in colleges, universities, community colleges, and technical and trade schools.

Postsecondary education administrators work in colleges, universities, community colleges, and technical and trade schools. Some work for public schools, and others work for private schools.

In 2012, about 74 percent of postsecondary education administrators worked for colleges, universities, and professional schools and about 16 percent worked for junior colleges.

Work Schedules

Postsecondary education administrators generally work full time. Most work year-round, but some administrators may reduce their hours during the summer.

How to Become a Postsecondary Education Administrator

Postsecondary education administrators need to build good relationships with colleagues, students, and parents.

Although a bachelor’s degree may be acceptable for some entry-level positions, a master’s or higher degree is often required. Employers often want candidates who have experience working in the field, particularly for such occupations as registrars and academic deans.

Education

Educational requirements vary for different positions. For entry-level positions, a bachelor’s degree may be sufficient. Degrees can be in a variety of disciplines, such as social work, accounting, or marketing.

For higher level positions, a master’s degree or Ph.D. is generally required. Provosts and deans often must have a Ph.D. Some provosts and deans begin their career as professors and later move into administration. These administrators have doctorates in the field in which they taught, such as English or chemistry. Other provosts and deans have a Ph.D. in higher education or a related field.

Work Experience in a Related Occupation

Employers often want candidates who have experience working in the field, particularly for such occupations as registrars and academic deans. For example, some postsecondary education administrators work in the registrar’s office or as a resident assistant while in college to gain the necessary experience. For other positions, such as those in admissions and student affairs, experience may or may not be necessary depending on the position.

Other Experience

Many postsecondary education administrators, particularly those working in student affairs, were involved in student activities while they were attending college. For example, they may lead student organizations or participate in student government to gain the experience necessary to work in student affairs after graduating.

Important Qualities

Computer skills.  Registrars often need to be adept at working with computers so they can create and maintain databases and computer programs to manage student and school records.

Interpersonal skills.  Postsecondary education administrators need to build good relationships with colleagues, students, and parents. Those in admissions and student affairs need to be outgoing so they can encourage prospective students to apply to the school and existing students to participate in co-curricular activities.

Organizational skills. Regardless of their field, administrators need to be organized so they can manage records, prioritize tasks, and coordinate the activities of their staff.

Problem-solving skills. Administrators often need to respond to difficult situations, develop creative solutions to problems, and react calmly when problems arise.

Advancement

Education administrators with advanced degrees can be promoted to higher level positions within their department or the college. Some become college presidents, which is discussed in the profile on top executives.

                Administrative services managers plan, direct, and coordinate supportive services of an organization. Their specific responsibilities vary by the type of organization and may include keeping records, distributing mail, and planning and maintaining facilities.      Bachelor’s degree

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Adult Literacy and GED Teachers

What Adult Literacy and GED Teachers Do

Adult literacy and GED teachers need to use different teaching strategies to meet their students’ needs.

Adult literacy and General Education Development (GED) teachers instruct adults and youths who are out of school in basic skills, such as reading, writing, and speaking English. They also help students earn their GED or high school diploma.

Duties

• Adult literacy and GED teachers typically do the following:
• Evaluate students' strengths and weaknesses
• Plan and teach lessons to help students gain the knowledge and skills they need to meet their goals, such as learning English or getting their GED
• Emphasize skills that will help students find jobs, such as learning English words and phrases used in the workplace
• Work with each student to challenge him or her and overcome the student’s weaknesses
• Assess students for possible learning disabilities
• Monitor students' progress toward their goals
• Help students develop study skills 
• Connect students to other resources in their community, such as mental health services or job placement services

Before students enter these education programs, their educational level and skills are assessed. Sometimes the teachers do this assessment, but in many cases another staff member does it.

In many programs, the teacher then works with other staff members to use information from the assessment and information about the student’s goals to develop an individualized educational program (IEP).

Teachers must formally evaluate their students periodically to determine their progress and potential to go on to the next level. However, they informally evaluate their students' progress continually.

Adult literacy and GED teachers often have students of various levels in their classes. As a result, teachers need to use teaching strategies and methods that meet all of their students’ needs. In addition, teachers focus on helping students develop skills they need in the workplace. For example, they may teach students how to read a contract or how to estimate the cost of materials needed to remodel a kitchen. Teachers may work with students in classes or tutor them one-on-one.

There are three basic types of education that adult literacy and GED teachers provide:

Adult basic education classes teach students the basics of reading, writing, and math. Students often enter these classes at or below an eighth-grade level in these subjects. Students generally are 16 years and older and need to gain proficiency in these skills to improve their job situation.

GED and adult secondary education classes prepare students to take the test to earn their GED. Sometimes these classes help students finish the credits necessary for them to earn a high school diploma. Some programs are combined with career preparation programs so that students can earn their GED or high school diploma and a career-related credential at the same time.

Passing the GED means passing five tests: reading, writing, mathematics, science, and social studies. In addition, GED and adult secondary teachers help their students improve their skills in communicating, critical thinking, and problem solving—skills they will need for further education and successful careers.

English as a Second Language (ESL) classes teach students to read, write, and speak English. These classes are sometimes also called English for speakers of other languages (ESOL). People in these classes are recent immigrants to the United States and others whose native language is not English.

ESL teachers often focus on helping their students with practical vocabulary for jobs and daily living. They may also focus on preparing their students to take the citizenship exam.

In one class, an ESL teacher may have students from many different countries and cultures. Because the ESL teacher and the students may not share a common native language, ESL teachers must be creative in fostering communication in the classroom to achieve their education goals

Work Environment

Adult literacy and GED teachers often work in community colleges, community-based organizations, and public schools.

Adult literacy and General Education Development (GED) teachers are often employed by community colleges, community-based organizations, and public schools. Some work in prisons.The following industries employed the most adult literacy and GED teachers:

Elementary and secondary schools; state, local, and private Junior colleges; state, local, and private Other educational services; state, local, and private State and local government, excluding education and hospitals  Students in adult literacy and GED programs attend classes by choice. As a result, they are often highly motivated, which can make teaching them rewarding and satisfying.

Work Schedules

Classes are held at times when students are not at work, so many teachers work in the mornings and evenings.