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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Administrative Services Managers: Human resources managers plan, direct, and coordinate the administrative functions of an organization. They oversee the recruiting, interviewing, and hiring of new staff; consult with top executives on strategic planning; and serve as a link between an organization’s management and its employees.                            

Human Resources Managers: Postsecondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level. They also conduct research and publish scholarly papers and books.

Postsecondary Teachers            : Public relations managers plan and direct the creation of material that will maintain or enhance the public image of their employer or client. Fundraising managers coordinate campaigns that bring in donations for their organization.                              

Public Relations and Fundraising Managers           : Public relations specialists create and maintain a favorable public image for the organization they represent. They design media releases to shape public perception of their organization and to increase awareness of its work and goals.   

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Training and Development Managers:  Training and development managers’ plan, direct, and coordinate programs to enhance the knowledge and skills of an organization’s employees. They also oversee a staff of training and development specialists.

What Elementary, Middle, and High School Principals Do About this section

What Elementary, Middle, and High School Principals

Principals serve as the public face of the school and meet with government officers such as legislators, and members of the community. Elementary, middle, and high school principals lead teachers and other members of school staff. They manage the day-to-day operations of elementary, middle, and high schools. They set goals and objectives and evaluate the school’s progress toward meeting them.

Duties

·         Elementary, middle, and high school principals typically do the following:

·         Supervise teachers and other school staff, such as counselors and librarians

·         Observe and monitor teachers to evaluate their effectiveness

·         Help teachers improve their teaching skills by arranging professional development programs and mentorships

·         Ensure that staff have the tools and resources they need to do their jobs effectively

·         Discipline students and help teachers manage students’ behavior

·         Meet with parents and teachers to discuss students’ progress and behavior

·         Review test scores and other data to assess the school’s progress

·         Manage the school’s budget and finances

·         Ensure school facilities are safe for students and staff

·         Advocate on behalf of the school to ensure it has the necessary financial support

Elementary, middle, and high school principals manage the overall operation of schools, including building maintenance and cafeteria services. In addition, they set and oversee academic standards and ensure that teachers have the tools and resources, such as training, necessary to meet these standards. Principals establish the school as a resource to students and their families.

Principals serve as the public face of their school. They meet with government officials such as legislators, and members of the community to ensure the school has the resources it needs to serve its students. They are also responsible for responding to the concerns of parents and members of the community.

The job duties of principals vary by the size of the school and the school location. In larger schools principals have more resources and staff to help them achieve goals and meet standards. For example, large school may have instructional coordinators who help with data analysis and with teachers' professional development. However, principals in large schools may have less flexibility and may need to follow rules and guidelines which have already been set. Those in small school districts need to do all of these duties themselves and may have more flexibility to try new ideas.

Many schools have assistant principals that help principals with school administration. Assistant principals often take the lead on student safety and discipline. They may interact with the students more than the principal does. In addition, assistant principals may administer student activities, help coordinate buses, and supervise building and grounds maintenance. Larger schools may have several assistant principals.

Work Environment About this section

Elementary, middle, and high school principals

Principals meet with parents and teachers to discuss students’ progress.

Principals work in public or private elementary, middle, and high schools. Some work in public magnet and charter schools. Others work in private religious and secular schools.

Elementary, middle, and high school principals hold leadership positions with significant responsibility. Working with students may be rewarding. However, coordinating and interacting with faculty, parents, students, community members, and state and local policymakers can be demanding. Principals’ work can sometimes be stressful because they are accountable for schools meeting state and federal standards for student performance and teacher qualification.

Work Schedules

Principals typically work full time. They may work in the evening to meet parents and other members of the community and to attend school functions, such as concerts and athletic events.

Many principals work year-round and do not have summers off, even if students are not in school. During the summer, principals prepare for the upcoming school year, schedule building maintenance, order school supplies, or hire teachers and staff.

How to Become an Elementary, Middle, or High School Principal

Master’s degree programs in education administration prepare students to lead teachers and other staff.

Most schools require elementary, middle, and high school principals to have a master’s degree in education administration or leadership. Most principals also have work experience as teachers.

Education

Principals typically need a master’s degree in education leadership or education administration. These master’s degree programs prepare future principals to manage teachers and staff, prepare and manage budgets, set goals, and work with parents and the community.

To enter these programs, candidates typically need a bachelor’s degree in education, school counseling, or a related field.

Work Experience in a Related Occupation

Candidates for the position of principal usually need work experience as a teacher. For more information on how to become a teacher, see the profiles on kindergarten and elementary school teachers, middle school teachers, and high school teachers.

Advancement

An assistant principal can advance to become a principal. Some principals advance to become superintendents, which may require completion of additional education. Others become instructional coordinators.

Important Qualities

Communication skills. Principals must communicate effectively with students, teachers, and parents. For example, when dealing with student disciplinary or academic issues, they consult with and listen to parents and teachers to understand the problem.

Critical-thinking skills. Principals analyze student test results and testing procedures to determine any improvements to help students achieve better results.

Decision-making skills. Because principals are responsible for students, staff members, and the overall operation of the school, they consider many factors when making decisions. For example, they consider the safety of students and staff when making a recommendation to close a school before a snowstorm.

Interpersonal skills. Because principals work with teachers, parents, and superintendents, they must be able to develop positive working relationships with them.

Leadership skills. Principals set educational goals and establish policies and procedures for the school. They need to be able to motivate teachers and other staff to achieve set goals.

Problem-solving skills. Teachers, students, and other staff members report problems to the principal. Principals need to be able to analyze problems, and develop and implement solutions.

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High School Teachers:   High school teachers help prepare students for life after graduation. They teach academic lessons and various skills that students will need to attend college and to enter the job market.                Bachelor’s degree

                               

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Kindergarten and Elementary School Teachers  Kindergarten and elementary school teachers prepare younger students for future schooling by teaching them basic subjects such as math and reading Bachelor’s degree

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Middle School Teachers:              Middle school teachers educate students, typically in sixth through eighth grades.  Middle school teachers help students build on the fundamentals they learned in elementary school and prepare them for the more difficult curriculum they will face in high school. 

   

Post-secondary Education Administrators:            Post-secondary 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, student life, or the office of the registrar. 

                     

Post-secondary Teachers:             Post secondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level. They also conduct research and publish scholarly papers and books.   

                     

Preschool and Childcare Center Directors:           Preschool and childcare center directors direct and lead staffs, oversee daily activities, and prepare plans and budgets. They are responsible for all aspects of their center’s program.     

              

Preschool Teachers:       Preschool teachers educate and care for children, usually ages 3 to 5, who have not yet entered kindergarten. They teach reading, writing, science, and other subjects in a way that young children can understand.              

                       

School and Career Counselors:  School counselor’s help students develop social skills and succeed in school. Career counselors assist people with the process of making career decisions, by helping them choose a career or educational program.     

                       

Special Education Teachers:       Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. They adapt general education lessons and teach various subjects, such as reading, writing, and math, to students with mild and moderate disabilities. They also teach basic skills, such as literacy and communication techniques, to students with severe disabilities.   

                           

Teacher Assistants:         Teacher assistants work under a teacher’s supervision to give students additional attention and instruction.

Drywall and Ceiling Tile Installers, and Tapers

Drywall and Ceiling Tile Installers, and Tapers 

Drywallers work with many different types of tools.

Drywall and ceiling tile installers hang wallboards to walls and ceilings and install ceiling tile inside buildings. Tapers prepare the wallboards for painting, using tape and other materials. Many workers do both installing and taping.

Duties

Drywall installers typically do the following:

•  Review design plans to minimize the number of cuts and waste of wallboard
•  Measure the locations of electrical outlets, plumbing, and windows
•  Cut drywall to the right size, using utility knives and power saws
•   Fasten drywall panels to interior wall studs, using nails or screws
• Trim and smooth rough edges so that boards join evenly

Ceiling tile installers typically do the following:

• Measure ceiling tile to match blueprints or drawings
•   Nail, screw, or clip in supports
• Put tiles or sheets of shock-absorbing materials on and into ceilings 
• Keep the tile in place with cement adhesive, nails, screws, or clips

Tapers typically do the following:

•  Prepare wall surfaces (wallboard) by patching nail holes
•  Apply tape and use sealing compound to cover joints between wallboards
• Apply additional coats of sealing compound to create an even surface
• Sand all joints and holes to a smooth, seamless finish

Installers also are called framers or hangers. Tapers also are called finishers. Ceiling tile installers sometimes are called acoustical carpenters because they work with tiles that block sound. In addition to performing new installation, many installers and tapers do repair work by fixing damaged drywall and replacing ceiling tile.

Once wallboards are hung, workers use increasingly wider trowels to spread multiple coats of spackle over cracks, indentations, and any remaining imperfections. Some workers may use a mechanical applicator, a tool that spreads sealing compound on the wall joint while dispensing and setting tape at the same time.

To work on ceilings, installers and tapers may use mechanical lifts or stand on stilts, ladders, or scaffolds.

Work Environment

Drywallers often stand on scaffolding to hang drywall.

A good number of drywall and ceiling tile installers and tapers are self-employed.

Drywall and ceiling tile installers and tapers work indoors. As in many other construction trades, the work is physically demanding. Workers spend most of the day standing, bending, or stretching, and they often must lift and maneuver heavy, oversized wallboards. To work on ceilings, installers and tapers must stand on stilts, ladders, or scaffolds.

Because the work is dusty, irritating the skin, eyes, and lungs, workers must wear protective masks, goggles, and gloves. Common injuries include falls from ladders or stilts, cuts from sharp tools, and muscle strains from lifting heavy materials.

Work Schedules

Most drywall and ceiling tile installers and tapers work full time.

Self-employed installers and tapers may be able to set their own schedule.

How to Become a Drywall and Ceiling Tile Installer, or Taper

New drywallers typically learn their job by working with more experienced workers.

Although most drywall and ceiling tile installers and tapers learn their trade on the job, some learn through an apprenticeship.

Education

Although there are no education requirements to become a drywaller, high school math and general shop courses are considered useful.

Training

Most drywall and ceiling tile installers and tapers learn their trade on the job by helping more experienced workers and gradually being given more duties. They start by carrying materials and cleaning up, and then learn to use the tools of the trade. They also learn to measure, cut, and install or apply materials. Employers usually provide some on-the-job training, lasting up to 12 months.

A few drywall and ceiling tile installers and tapers learn their trade through a 3- or 4-year apprenticeship. For each year of the program, apprentices must have at least 144 hours of related technical work and 2,000 hours of paid on-the-job training. During training, apprentices learn construction basics related to blueprint reading, mathematics, building code requirements, and safety and first-aid practices.

After completing an apprenticeship program, installers and tapers are considered journey workers and may perform duties on their own.

The basic qualifications for entering such a program are as follows:

·         Minimum age of 18

·         High school education or equivalent

·         Physically able to perform the work

Important Qualities

Math skills. Drywall and ceiling tile installers and tapers use basic math skills on every job. For example, they must be able to estimate the quantity of materials needed and measure accurately when cutting panels.

Physical stamina. Because installers and tapers constantly lift and move heavy materials into place, workers should be in good physical shape.

Physical strength. Standard drywall sheets can weigh 50 to 100 pounds. Drywall and ceiling tile installers often must lift heavy panels over their heads to secure onto the ceiling.

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Carpenters:                        Carpenters construct and repair building frameworks and structures—such as stairways, doorframes, partitions, and rafters—made from wood and other materials. They also may install kitchen cabinets, siding, and drywall.     

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Tile and Marble Setters:               Tile and marble setters apply hard tile and marble to walls, floors, and other surfaces.