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First, some facts. Of the English-Language Arts Teacher Education graduates we've analyzed , here's how many have used (or NOT used) their degree in their career:
These are estimates based on AI analysis of 321 LinkedIn profiles (see below).
The verdict? Slightly above average. Overall, with an average relevance score of 70%, English-Language Arts Teacher Education graduates have a slightly higher likelihood (+3%) of finding work in this field compared to the average graduate across all fields:
And for comparison, here's the chart for all profiles we've looked at across all degrees.
Also, after graduating, 42% of these graduates have pursued further education other than another Bachelor's degree (such as a Masters degree or other), compared to the average across all profiles of 35%. This suggests you may need more than just a Bachelors degree to be competitive as a English-Language Arts Teacher Education graduate.
See the details:
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Relevance score: 27% We think this person has NOT gone into a career related to their degree.
DEGREE INFOGraduated in 2017 from Universitas Negeri Makassar with a Bachelor of Education - BEd in English-Language Arts Teacher Education. Also pursued further education since (see below). JOB HISTORY SINCE GRADUATIONAdministrative Assistant TK Paramata Bunda Palopo Sep 2017 - Jul 2019 E-Guide  atamerica May 2021 - Sep 2022 Senior E-Guide atamerica Sep 2022 - Feb 2023 Event Coordinator atamerica Feb 2023 - Aug 2023 FURTHER DEGREES DONE SINCE GRADUATINGEarly Childhood Development, C.S.C.Northern Virginia Community College 2019 - 2020 ABOUT[NAME REMOVED] worked for @america, U.S. Embassy Jakarta cultural center for 2 years as an event coordinator and communication specialist. She was an awardee of Community College Initiative Program, funded by U.S. Department of State, where she had an opportunity to study for a one year exchange program in Northern Virginia Community College. She holds a bachelor's degree in education from Universitas Negeri Makassar, Indonesia. She speaks Indonesian and English. She has been volunteering in various communication positions for CCI Indonesian Alumni, Earth Hour Makassar, Lincolnia Senior Center, TEDxTysons, International Office of Universitas Negeri Makassar, etc.Her skills include office administration, proposal writing, event management, intercultural communication, public speaking, customer service, and social media marketing.Please feel free to contact me via LinkedIn. I'm always looking forward to an insightful conversation about cultural exchange programs and language learning! |
The top 10 most common jobs done by the graduates we've analyzed (ranked most common to least) are:
Based on the extensive analysis of job profiles from various individuals who graduated with a degree in English-Language Arts Teacher Education, it's clear that a significant portion of these graduates tend to gravitate toward roles that are directly related to teaching English or language arts. A large number of them have taken up positions as English teachers at various educational institutions, such as high schools, middle schools, and elementary schools. These teaching roles inherently require the skills and methodologies learned during their studies, making them highly relevant to their academic backgrounds. Many of these teachers have reported their positions as fulfilling direct responsibilities associated with English-Language Arts, demonstrating a successful application of their degree.
However, while many graduates find themselves in teaching roles, there’s also a noticeable number who venture into positions that drift far from English education. Jobs like sales representatives, customer service agents, and technical writers show up quite frequently in the profiles. These positions often do not leverage the unique skills developed in an English-Language Arts Teacher Education program, focusing instead on areas like business, management, or technical communication. The relevance of these roles to the graduates' educational background can be seen as minimal or only somewhat connected. For instance, roles that may involve writing or communication skills can certainly benefit from an English education degree but do not necessarily employ its core pedagogical training.
In summary, while a significant number of individuals who studied English-Language Arts Teacher Education do find highly relevant jobs in teaching roles, many others end up in professional areas that don’t utilize the specific training from their degree. This dichotomy highlights the adaptability of skills acquired through English education, yet it also raises questions about the alignment and applicability of these programs to the varied career paths graduates may choose. Ultimately, the most common trajectory remains teaching, which aligns directly with their education, but the alternate paths taken by some graduates suggest a broader application of their skills that can sometimes stray from the intended focus of their degree.
Here is a visual representation of the most common words in job titles for English-Language Arts Teacher Education graduates:
Graduates of English-Language Arts Teacher Education programs have taken a variety of paths after finishing their degrees. Generally, many find their first jobs as teachers, which aligns with their educational focus. It’s common to see them starting out as English or Language Arts teachers right after graduation, with many sticking to this line of work. For instance, a notable number of graduates landed teaching positions immediately after finishing their degrees, whether it was at public schools, charter schools, or even international schools. This shows they are quite dedicated to the teaching profession and eager to apply their skills in real classroom settings.
As time progresses, we see a mixed bag in their career trajectories. After about 5 years, many of these individuals remain in education but might move into specialized roles, like instructional coaching or literacy specialist positions, seeking to advance their careers while staying connected to teaching and curriculum development. Some choose to switch gears entirely, venturing into roles outside of education, such as technical writing, content creation, or even business roles. For example, one graduate from California moved from various teaching positions to become a business owner. Notably, many continue to embrace educational roles, with positions that include English Department Chair, school administrative roles, or curriculum developers, showcasing an upward progression within the education sector.
However, it's essential to recognize that not all trajectories remain steadfast in education. Some graduates find themselves in unrelated fields, indicating a potential struggle in securing relevant positions based on their educational background. For instance, graduates from various universities transitioned into customer service or marketing roles, which don’t relate directly to their major. This could signal challenges in the job market for educators or a need to adapt to changing career aspirations over time. Overall, while many English-Language Arts Teacher Education graduates find rewarding and relevant careers in education, others may face difficulties connecting their education directly to their job roles, highlighting the mixed outcomes of this field.
A Bachelor’s degree in English-Language Arts Teacher Education can be a bit of a mixed bag; it definitely has its challenges, but I wouldn't say it's the hardest degree out there. If you enjoy reading, writing, and analyzing literature, you'll probably find most of the coursework engaging rather than overwhelming. That said, you'll have to tackle lesson planning and learn about educational theories, which can be a bit dry and might feel like a lot at times. Plus, you’ll have to do some student teaching, which can be nerve-wracking but is super valuable. Overall, if you're passionate about the subject, it's definitely manageable and can be pretty rewarding too!
Most commonly, in the LinkedIn profiles we've looked at, it takes people 4 years to finish a Bachelor degree in English-Language Arts Teacher Education.
Looking at these graduates and their career trajectories, it seems like some have found decent paths that could lead to good income, while others might not be raking in too much cash. Many of the graduates are in teaching roles, which typically start off at a modest salary range. However, several have taken on additional responsibilities, like administrative roles, curriculum development, or even entrepreneurial ventures, which could increase their earning potential over time. For instance, the ones who branched out into technical writing or authorship alongside teaching may have better chances of making a higher salary.
On the flip side, individuals who have stayed solely within traditional teaching roles without side hustles or promotions may be earning the typical teacher's salary, which doesn’t often offer high financial rewards. A few graduates have also transitioned into roles that leverage their teaching experience but in fields like content creation or administrative positions in education, which can lead to more competitive pay. Ultimately, while some have the potential to earn well, many might still be in the range of decent but not extravagant incomes, especially if they remain within the teaching profession without additional career development.
Here is a visual representation of the most common words seen in the "about" section of LinkedIn profiles who have a Bachelor degree in English-Language Arts Teacher Education. This may or may not be useful:
Here are all colleges offering a Bachelor degree in English-Language Arts Teacher Education (ordered by the average relevance score of their English-Language Arts Teacher Education graduates, best to worst) where we have analyzed at least 10 of their graduates: