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Secondary school teachers

OaSIS code 41220.00

Secondary school teachers prepare and teach academic, technical, vocational or specialized subjects at public and private secondary schools. Secondary school teachers who are heads of departments are included in this unit group.

Overview

Also known as

  • Adult education teacher - secondary school
  • Biology teacher - secondary school
  • Commerce teacher - secondary school
  • English as a second language (ESL) high school teacher
  • English teacher - secondary school
  • French as a second language teacher - secondary school
  • History teacher - secondary school
  • Librarian-teacher - high school
  • Remedial teacher - secondary school
  • Secondary school department head
  • Secondary school teacher
  • Special education teacher - secondary school
  • Supply high school teacher
  • Trades instructor - secondary school
  • Vocational teacher - secondary school

Main duties

This group performs some or all of the following duties:

  • Prepare subject material for presentation to students according to an approved curriculum
  • Teach students using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies
  • Assign and correct homework
  • Prepare, administer and correct tests
  • Evaluate progress, determine individual needs of students and discuss results with parents and school officials
  • Prepare and implement remedial programs for students requiring extra help
  • Participate in staff meetings, educational conferences and teacher training workshops
  • May teach and evaluate students through distance or online courses
  • May advise students on course selection and on vocational and personal matters
  • May supervise student teachers.

Additional information

  • Progression to vice-principal or other administrative positions in the education system is possible with experience.
  • In Quebec, trades training programs are usually offered in the secondary school system.
  • Secondary school teachers may specialize in such areas as mathematics, English, French, special education or second language instruction. Secondary school teachers of vocational and trades subjects may specialize in areas such as hairdressing or auto mechanics.

Similar occupations classified elsewhere

Exclusions:

  • School principals and administrators of elementary and secondary education (40021)
  • College and other vocational instructors (41210)
  • Educational counsellors (41320)
  • Elementary school and kindergarten teachers (41221)
  • Other instructors (43109)
  • Instructors of persons with disabilities (42203)
  • Elementary and secondary school teacher assistants (43100)
  • Psychoeducator (in 41301.00 Therapists in counselling and related specialized therapies)
  • Secondary school librarian (in 52100.01 Library Technicians)

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

4 – Occupations in education, law and social, community and government services

TEER

1 – Occupations usually require a university degree

Major group

41 – Professional occupations in law, education, social, community and government services

Sub-major group

412 – Professional occupations in education services

Minor group

4122 – Secondary, elementary and kindergarten school teachers

Unit group

41220 – Secondary school teachers

Occupational profile

41220.00 – Secondary school teachers

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Coaching and Developing Others
5 - Highest Level
Training and Teaching
5 - Highest Level
Assisting and Caring for Others
4 - High Level
Communicating with Coworkers
4 - High Level
Coordinating the Work and Activities of Others
4 - High Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
4 - High amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
3 - About half the time
Standing
Duration
3 - About half the time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
4 - More than half the time
Work with Work Group or Team
Importance
3 - Important
Frequency
2 - Once a month or more but not every week

Workplaces/employers

  • Private secondary schools
  • Public secondary schools

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Memorizing
4 - High Level
Speech Clarity
4 - High Level
Speech Recognition
4 - High Level
Verbal Ability
4 - High Level
Written Expression
4 - High Level

Skills

Proficiency or complexity level
Instructing
5 - Highest Level
Learning and Teaching Strategies
5 - Highest Level
Evaluation
4 - High Level
Oral Communication: Active Listening
4 - High Level
Oral Communication: Oral Expression
4 - High Level

Personal Attributes

Importance
Adaptability
5 - Extremely important
Concern for Others
5 - Extremely important
Service Orientation
5 - Extremely important
Active Learning
4 - Highly important
Collaboration
4 - Highly important