22yo DD graduated from an Ivy League a year ago and was going to begin her Master’s Degree in the fall. During this past year, she was working as an instructional assistant in a high school classroom and both she and the teacher seem to think she’s rather gifted at working with students. She really enjoys it and all her students seem to like her a lot. She has now applied for a teaching credential program, because she thinks she might make a good high school teacher.
What I’m worried about is her financial success. Is a Bachelor’s Degree and a teaching credential enough to earn a stable living or would she still have to get a Master’s Degree in order to be financially successful as a high school teacher?
My niece teaches in CA. She got her teaching credential there (it is regulated by each state differently). She has not gotten tenure and will be completing her masters, not because she HAS to but because it will slightly increase her pay and options for advancement. I believe she’s taking 2 courses per term while teaching, plus some summer school.
Congrats to your D–teaching is a gift and the children will benefit so much from another talented teacher!
Pay grade is higher with the MA. However, getting into the job market might help her define the details of the MA after a few years of teaching. There are many programs for those already teaching and in some schools there is reimbursement for the MA.
She may also wish to consider a master’s in special education, as there is a great need for such teachers and smaller class sizes. I have relatives and friends who teach special education–I have the greatest respect for talented teachers.
Teachers in CA have a starting salary in the low to mid 30s, plus good retirement and benefits. Salary rises steadily with education and experience. My sister is in her mid 40s, has a Master’s degree and is making $90k or so.
It really depends on where you teach. In CA, credential is required, but not MA. Most districts pay more with a masters, but not always very much more. There are different things to focus on for a masters, so it might make sense to work for a while first and then get the masters later on, hoping, as great lakes mom points out, that the district might help pay for it.
My niece says she will only make $1000 more/year with her masters at her CA job, but still feels it is worthwhile getting it. Of course, the pay scale can change with collective bargaining as well.
My daughter is a high school math teacher in Southern California. She did the teaching credential/MAT program at UCI. By going the summer before and the summer after the credential program she got her masters. She got a scholarship that basically covered the masters part of the program. In her district the masters made a big difference and the difference gets bigger as her years of service increase. Plus it was nice to get it over with.
Tell her to,get her masters as soon as possible. Many teachers do this part time, taking evening and summer classes. As noted, her pay will increase once she has that masters.
On the other hand, as someone pretty new out of school - and who wasn’t planning on being a teacher…she might wait a year or two, see if it is a true fit - and maybe give time to determine if she wants to pursue a masters in education - or something more specific - like admin, counseling, special education, etc.
There are many ways to do it. I don’t think she has to immediately jump to a masters unless she has a plan or it makes a significant difference in $$.
In Massachusetts, a bachelor’s and passing the MTEL exams gets you a preliminary license, which is good for 5 years. If one takes the education courses and completes student teaching, then you have an initial license. A master’s degree and 5 yrs experience gets you a professional license, renewable every 5 years. Eventually, a master’s degree is required if a life long career in teaching is the plan.
I’m in the camp of not getting the masters right away just to get it done, check it off the list. I feel the masters should have a purpose educationally - not just the extra $$$. Not sure OP’s D would know what grad path in education she would want to pursue after such a short time in the classroom - when it sounds like being in a classroom wasn’t even part of her plan.
My S is a 3rd year middle/high school math teacher. He’ll get his masters and has thought (since graduating with his bachelors) that he might want to pursue school admin - but he has felt that he couldn’t really know until he spent a couple years in the classroom. I can see he’s getting closer to making that choice - of which direction he wants to go.
Make the degree meaningful. If it feels it would be meaningful at this point, go for it. If not, wait a year and see if your view/desires change.
(For once, I have no opinion…)