|
|
Special Education Teachers, Preschool, Kindergarten, & Elementar...
|
|
|
|
CheckoutCareers.com
: : |
|
|
Special Education Teachers, Preschool, Kindergarten, & Elementary School
|
|
| |
|
Teach elementary and preschool school subjects to educationally and physically handicapped students. Includes teachers who specialize and work with audibly and visually handicapped students and those who teach basic academic and life processes skills to the mentally impaired.
| |
|
| |
|
|
|
|
Degrees
|
|
|
|
|
|
Abilities
|
|
|
Oral Comprehension| | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
|
|
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. |
|
|
Written Expression| | The ability to communicate information and ideas in writing so others will understand. |
|
|
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. |
|
|
Speech Clarity| | The ability to speak clearly so others can understand you. |
|
|
Speech Recognition| | The ability to identify and understand the speech of another person. |
|
|
Deductive Reasoning| | The ability to apply general rules to specific problems to produce answers that make sense. |
|
|
Fluency of Ideas| | The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
|
|
Originality| | The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
|
|
Information Ordering| | The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). |
|
|
Near Vision| | The ability to see details at close range (within a few feet of the observer). |
|
|
Category Flexibility| | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
|
|
Inductive Reasoning| | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
|
|
Far Vision| | The ability to see details at a distance. |
|
|
Selective Attention| | The ability to concentrate on a task over a period of time without being distracted. |
|
|
Auditory Attention| | The ability to focus on a single source of sound in the presence of other distracting sounds. |
|
|
Memorization| | The ability to remember information such as words, numbers, pictures, and procedures. |
|
|
Number Facility| | The ability to add, subtract, multiply, or divide quickly and correctly. |
|
|
Perceptual Speed| | The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object. |
|
|
Speed of Closure| | The ability to quickly make sense of, combine, and organize information into meaningful patterns. |
|
|
Time Sharing| | The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
|
|
Finger Dexterity| | The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. |
|
|
Flexibility of Closure| | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
|
|
Hearing Sensitivity| | The ability to detect or tell the differences between sounds that vary in pitch and loudness. |
|
|
Trunk Strength| | The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without 'giving out' or fatiguing. |
|
|
Visual Color Discrimination| | The ability to match or detect differences between colors, including shades of color and brightness. |
|
|
Visualization| | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
|
|
Mathematical Reasoning| | The ability to choose the right mathematical methods or formulas to solve a problem. |
|
|
Arm-Hand Steadiness| | The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. |
|
|
Gross Body Coordination| | The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion. |
|
|
Static Strength| | The ability to exert maximum muscle force to lift, push, pull, or carry objects. |
|
|
Extent Flexibility| | The ability to bend, stretch, twist, or reach with your body, arms, and/or legs. |
|
|
Multilimb Coordination| | The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. |
|
|
Stamina| | The ability to exert yourself physically over long periods of time without getting winded or out of breath. |
|
|
Gross Body Equilibrium| | The ability to keep or regain your body balance or stay upright when in an unstable position. |
|
|
Dynamic Strength| | The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. |
|
|
Response Orientation| | The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part. |
|
|
Depth Perception| | The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object. |
|
|
Speed of Limb Movement| | The ability to quickly move the arms and legs. |
|
|
Explosive Strength| | The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object. |
|
|
Reaction Time| | The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears. |
|
|
Control Precision| | The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. |
|
|
Manual Dexterity| | The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. |
|
|
Rate Control| | The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene. |
|
|
Wrist-Finger Speed| | The ability to make fast, simple, repeated movements of the fingers, hands, and wrists. |
|
|
|
|
|
|
Interests
|
|
|
Social| | Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
|
|
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. |
|
|
First Interest High-Point| | Primary-Rank Descriptiveness |
|
|
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. |
|
|
Realistic| | Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. |
|
|
Conventional| | Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. |
|
|
Second Interest High-Point| | Secondary-Cutoff/Rank Descriptiveness |
|
|
Enterprising| | Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. |
|
|
|
|
|
|
Knowledge
|
|
|
English Language| | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
|
|
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. |
|
|
Psychology| | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
|
|
Customer and Personal Service| | Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. |
|
|
Computers and Electronics| | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
|
|
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. |
|
|
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. |
|
|
Therapy and Counseling| | Knowledge of principles, methods, and procedures for diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and for career counseling and guidance. |
|
|
Mathematics| | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
|
|
Sociology and Anthropology| | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins. |
|
|
History and Archeology| | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
|
|
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. |
|
|
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. |
|
|
Law and Government| | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
|
|
Administration and Management| | Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. |
|
|
Public Safety and Security| | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
|
|
Biology| | Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
|
|
Medicine and Dentistry| | Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures. |
|
|
Personnel and Human Resources| | Knowledge of principles and procedures for personnel recruitment, selection, training, compensation and benefits, labor relations and negotiation, and personnel information systems. |
|
|
Fine Arts| | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
|
|
Design| | Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
|
|
Transportation| | Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including the relative costs and benefits. |
|
|
Chemistry| | Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. |
|
|
Foreign Language| | Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation. |
|
|
Telecommunications| | Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. |
|
|
Production and Processing| | Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. |
|
|
Economics and Accounting| | Knowledge of economic and accounting principles and practices, the financial markets, banking and the analysis and reporting of financial data. |
|
|
Engineering and Technology| | Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
|
|
Physics| | Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes. |
|
|
Sales and Marketing| | Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. |
|
|
Food Production| | Knowledge of techniques and equipment for planting, growing, and harvesting food products (both plant and animal) for consumption, including storage/handling techniques. |
|
|
Mechanical| | Knowledge of machines and tools, including their designs, uses, repair, and maintenance. |
|
|
Building and Construction| | Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. |
|
|
|
|
|
|
Wages
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| District of Columbia | $42,040.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| North Carolina | $37,620.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| South Carolina | $41,940.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Related Careers
|
|
|
Educational Psychologists| | Investigate processes of learning and teaching and develop psychological principles and techniques applicable to educational problems. |
|
|
Educational, Vocational, & School Counselors| | Counsel individuals and provide group educational and vocational guidance services. |
|
|
Health Educators| | Promote, maintain, and improve individual and community health by assisting individuals and communities to adopt healthy behaviors. Collect and analyze data to identify community needs prior to planning, implementing, monitoring, and evaluating programs designed to encourage healthy lifestyles, policies and environments. May also serve as a resource to assist individuals, other professionals, or the community, and may administer fiscal resources for health education programs. |
|
|
Kindergarten Teachers, Except Special Education| | Teach elemental natural and social science, personal hygiene, music, art, and literature to children from 4 to 6 years old. Promote physical, mental, and social development. May be required to hold State certification. |
|
|
|
|
|
|
Skills
|
|
|
Learning Strategies| | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
|
|
Instructing| | Teaching others how to do something. |
|
|
Social Perceptiveness| | Being aware of others' reactions and understanding why they react as they do. |
|
|
Monitoring| | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
|
|
Coordination| | Adjusting actions in relation to others' actions. |
|
|
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. |
|
|
Time Management| | Managing one's own time and the time of others. |
|
|
Reading Comprehension| | Understanding written sentences and paragraphs in work related documents. |
|
|
Speaking| | Talking to others to convey information effectively. |
|
|
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. |
|
|
Critical Thinking| | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
|
|
Service Orientation| | Actively looking for ways to help people. |
|
|
Negotiation| | Bringing others together and trying to reconcile differences. |
|
|
Persuasion| | Persuading others to change their minds or behavior. |
|
|
Complex Problem Solving| | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
|
|
Mathematics| | Using mathematics to solve problems. |
|
|
Judgment and Decision Making| | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
|
|
Equipment Selection| | Determining the kind of tools and equipment needed to do a job. |
|
|
Management of Personnel Resources| | Motivating, developing, and directing people as they work, identifying the best people for the job. |
|
|
Quality Control Analysis| | Conducting tests and inspections of products, services, or processes to evaluate quality or performance. |
|
|
Management of Material Resources| | Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work. |
|
|
Technology Design| | Generating or adapting equipment and technology to serve user needs. |
|
|
Science| | Using scientific rules and methods to solve problems. |
|
|
Systems Evaluation| | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
|
|
Operations Analysis| | Analyzing needs and product requirements to create a design. |
|
|
Management of Financial Resources| | Determining how money will be spent to get the work done, and accounting for these expenditures. |
|
|
Systems Analysis| | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
|
|
Operation and Control| | Controlling operations of equipment or systems. |
|
|
Troubleshooting| | Determining causes of operating errors and deciding what to do about it. |
|
|
Installation| | Installing equipment, machines, wiring, or programs to meet specifications. |
|
|
Equipment Maintenance| | Performing routine maintenance on equipment and determining when and what kind of maintenance is needed. |
|
|
Repairing| | Repairing machines or systems using the needed tools. |
|
|
Operation Monitoring| | Watching gauges, dials, or other indicators to make sure a machine is working properly. |
|
|
Programming| | Writing computer programs for various purposes. |
|
|
|
|
|
|
Tasks
|
|
|
| Instruct students in academic subjects, using a variety of techniques such as phonetics, multisensory learning, and repetition, in order to reinforce learning and to meet students' varying needs and interests. |
|
| Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory. |
|
| Teach socially acceptable behavior, employing techniques such as behavior modification and positive reinforcement. |
|
| Modify the general education curriculum for special-needs students based upon a variety of instructional techniques and technologies. |
|
| Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs. |
|
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. |
|
| Establish and enforce rules for behavior and policies and procedures to maintain order among the students for whom they are responsible. |
|
| Confer with parents, administrators, testing specialists, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development. |
|
| Maintain accurate and complete student records, and prepare reports on children and activities, as required by laws, district policies, and administrative regulations. |
|
| Develop and implement strategies to meet the needs of students with a variety of handicapping conditions. |
|
| Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students. |
|
| Prepare classrooms for class activities and provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and imaginative play. |
|
| Confer with parents or guardians, teachers, counselors, and administrators in order to resolve students' behavioral and academic problems. |
|
| Observe and evaluate students' performance, behavior, social development, and physical health. |
|
| Teach students personal development skills such as goal setting, independence, and self-advocacy. |
|
| Prepare, administer, and grade tests and assignments to evaluate students' progress. |
|
| Coordinate placement of students with special needs into mainstream classes. |
|
| Guide and counsel students with adjustment and/or academic problems, or special academic interests. |
|
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. |
|
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. |
|
| Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage. |
|
| Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors. |
|
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. |
|
| Instruct students in daily living skills required for independent maintenance and self-sufficiency, such as hygiene, safety, and food preparation. |
|
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. |
|
| Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need. |
|
| Provide assistive devices, supportive technology, and assistance accessing facilities such as restrooms. |
|
| Monitor teachers and teacher assistants to ensure that they adhere to inclusive special education program requirements. |
|
| Meet with parents to provide guidance in using community resources, and to teach skills for dealing with students' impairments. |
|
| Use computers, audiovisual aids, and other equipment and materials to supplement presentations. |
|
| Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence. |
|
| Collaborate with other teachers and administrators in the development, evaluation, and revision of preschool, kindergarten, or elementary school programs. |
|
| Provide interpretation and transcription of regular classroom materials through Braille and sign language. |
|
| Organize and label materials, and display students' work in a manner appropriate for their eye levels and perceptual skills. |
|
| Organize and supervise games and other recreational activities to promote physical, mental, and social development. |
|
| Attend staff meetings, and serve on committees as required. |
|
| Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities. |
|
| Visit schools to tutor students with sensory impairments, and to consult with teachers regarding students' special needs. |
|
| Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. |
|
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. |
|
|
|
|
|
Career Activities
|
|
|
| Establishing and Maintaining Interpersonal Relationships |
|
| establish and maintain relationships with students |
|
| Updating and Using Relevant Knowledge |
|
| use interpersonal communication techniques |
|
| use knowledge of multi-media technology |
|
| use motivational techniques in education |
|
| use oral or written communication techniques |
|
| use public speaking techniques |
|
| use special education techniques |
|
| use teaching techniques |
|
| Training and Teaching Others |
|
| adapt course of study to meet student needs |
|
| assess educational potential or need of students |
|
| convert information into instructional program |
|
| coordinate educational content |
|
| Thinking Creatively |
|
| design classroom presentations |
|
| Training and Teaching Others |
|
| develop course or training objectives |
|
| develop instructional materials |
|
| develop teaching aids |
|
| organize educational material or ideas |
|
| select teaching materials to meet student needs |
|
| teach mentally or emotionally-impaired students |
|
| use classroom management techniques |
|
| Identifying Objects, Actions, and Events |
|
| recognize physical or emotional abuse |
|
| recognize student learning levels |
|
| recognize student problems |
|
| Scheduling Work and Activities |
|
| schedule student field trips |
|
| Coaching and Developing Others |
|
| mentor co-workers in school or educational setting |
|
| Resolving Conflicts and Negotiating with Others |
|
| resolve behavioral or academic problems |
|
| Coordinating the Work and Activities of Others |
|
| direct and coordinate activities of workers or staff |
|
| Documenting/Recording Information |
|
| record student progress |
|
| Evaluating Information to Determine Compliance with Standards |
|
| ensure correct grammar, punctuation, or spelling |
|
| Assisting and Caring for Others |
|
| empathize with others during counseling or related services |
|
| work with persons with mental disabilities or illnesses |
|
| Communicating with Persons Outside Organization |
|
| communicate student progress |
|
| conduct parent conferences |
|
| make education presentations |
|
| Interpreting the Meaning of Information for Others |
|
| interpret ability or achievement test results |
|
| Guiding, Directing, and Motivating Subordinates |
|
| evaluate student performance |
|
| maintain group discipline in an educational setting |
|
| monitor student progress |
|
| Performing for or Working Directly with the Public |
|
| conduct field trips |
|
| Interacting With Computers |
|
| use computers to enter, access or retrieve educational data |
|
| Performing Administrative Activities |
|
| maintain educational records, reports, or files |
|
| prepare educational reports |
|
|
|
|
|
Career Context
|
|
|
| Contact With Others |
|
| Face-to-Face Discussions |
|
| Indoors, Environmentally Controlled |
|
| Work With Work Group or Team |
|
| Frequency of Decision Making |
|
| Physical Proximity |
|
| Electronic Mail |
|
| Freedom to Make Decisions |
|
| Structured versus Unstructured Work |
|
| Public Speaking |
|
| Impact of Decisions on Co-workers or Company Results |
|
| Spend Time Standing |
|
| Coordinate or Lead Others |
|
| Deal With External Customers |
|
| Sounds, Noise Levels Are Distracting or Uncomfortable |
|
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls |
|
| Telephone |
|
| Importance of Being Exact or Accurate |
|
| Exposed to Contaminants |
|
| Letters and Memos |
|
| Responsible for Others' Health and Safety |
|
| Consequence of Error |
|
| Exposed to Disease or Infections |
|
| Frequency of Conflict Situations |
|
| Time Pressure |
|
| Spend Time Making Repetitive Motions |
|
| Spend Time Bending or Twisting the Body |
|
| Cramped Work Space, Awkward Positions |
|
| Outdoors, Exposed to Weather |
|
| Indoors, Not Environmentally Controlled |
|
| Deal With Unpleasant or Angry People |
|
| Spend Time Kneeling, Crouching, Stooping, or Crawling |
|
| Spend Time Keeping or Regaining Balance |
|
| Spend Time Walking and Running |
|
| Deal With Physically Aggressive People |
|
| Responsibility for Outcomes and Results |
|
| In an Enclosed Vehicle or Equipment |
|
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets |
|
| Importance of Repeating Same Tasks |
|
| Exposed to Hazardous Equipment |
|
| Pace Determined by Speed of Equipment |
|
| Very Hot or Cold Temperatures |
|
| Extremely Bright or Inadequate Lighting |
|
| Exposed to Hazardous Conditions |
|
| Level of Competition |
|
|
|
|
|
Career Styles
|
|
|
Integrity| | Job requires being honest and ethical. |
|
|
Cooperation| | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
|
|
Dependability| | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
|
| | | | |
