Monthly Archives: October 2023

Become a Skydiving Instructor – Licensing, Teacher Pay, Job Resources

Can you imagine jumping out of a perfectly good airplane? People do it every day. It’s called skydiving. For some it’s absolutely terrifying to consider jumping out of a plane, but for others it’s a fun and exhilarating experience. You can’t go skydiving without some training from a skydive instructor.

Skydiving instructors teach people the basics of skydiving. They take willing adults miles in the air and let them dive out of an airplane. Surprisingly it’s quite safe.

It is also very addicting. Once you dive, you’ll most likely want to go again and again. It’s as close as a human can get to flying. As a skydiving instructor you can afford this expensively addicting sport because you have students.

When you start skydiving you will attend a skydiving school where you will learn about equipment, drop zones, airplanes, freefalls, canopy flights, and landings. This is all covered over several hours in ground school. It’s best to find one approved by the United States Parachute Association.

After ground school you will load the plane and fly to an elevation about 2 to 3 miles about the ground. There you will jump out of the plane and put your new knowledge to work. As you dive out of the plane you will focus on proper body position. Then you will freefall for about a minute at about 120 miles per hour, or terminal velocity. Eventually you’ll open your parachute and enjoy 100-mile views as you float back to Earth.

A parachuting expert needs to skydive regularly and pay close attention to details and safety. You’ll also need to earn skydiving licenses, which will ultimately let you become an instructor. Your student jumps, courses, and gear are your skydiving tuition. It can be expensive, but it’s worth it. To become an instructor you need to be a member of the United States Parachute Association and log at least 500 jumps and 3 hours of freefall.

There are several levels of skydiving professionals – coach, instructor, examiner, pro, and judge. Each certification tests your knowledge, skill, and experience. Be sure to log your dives. Always record jump number, date, location, exit altitude, length of freefall, type of jump, distance from landing, equipment, and buddy.  There are also challenging oral, written, and practical exams.

Skydiving is a weekend, weather dependent sport, which is nice because it allows you to start your skydiving career part time. On any given day, you can do up to 10 or so jumps. Being a skydiving instructor is a pretty great gig about 10 months a year. During the winter it is too cold. For year round work, look in places like sunny California. Check for work at your local drop zone or online skydiving websites.

Instructors often work sunup to sundown teaching, packing parachutes, and skydiving. Wages will depend on where you work and how many dives you do. Some drop zones pay by the hour, but most pay by the jump. Many instructors do about 1000 dives per year at about $25 to $35 per dive. They can supplement that income by earning a riggers ticket to pack parachutes and make about $10 to $15 for each parachute they pack. At the end of the year, full time skydiving instructors will make between $20,000 and $40,000.

Skydiving instructors quite possibly have one of the most adrenaline pumping instructor jobs out there. They manage to take complete novices miles into the air, jump out of airplanes, and make it to the ground safely. If you think you might be ready for a job like that, go skydiving this weekend to see if it’s the career for you.

Quick Facts About Teaching Skydiving

Job Title: Skydiving Instructor
Office: In the air or at the drop zone
Description: Teach people how to sky dive
Certifications/Education: USPA Instructor Rating
Necessary Skills: Knowledge of skydiving and parachutes
Potential Employers: Drop Zones
Pay: Can be salaried, hourly, or by jump – averages $30,000 per year

Helpful Skydiving Instructor Employment Links:

Search Sky Diving Instructor and Other Instructor Jobs on JobMonkey
United States Parachute Association
Skydiving Magazine
Skydive University
DropZone. com

Make Great Money as a Social Media Manager (NEXT PAGE)

How Much Do Skydiving Instructors Make? (Average Salary Per Student)

Skydiving instructors are known to educate people concerning the safety procedures and equipment used while skydiving. These experts teach students about concepts and maneuvers like drop zones, freefalls, and canopy flights. They also cover important information concerning airplanes and landings.

Also, note that skydiving instructors may teach individuals or groups of people. Skydiving instructors often jump in tandem with their students, but they may also prepare students for their own jumps. Skydiving instructors are also expected to meet all licensing requirements and meet a required number of jumps and hours of freefall.

Table of Content

• How Much Do Skydiving Instructors Make Per Student?
  • Earn a Skydiving License
  • Learn The Ropes
  • Pursue Instructional Ratings
  • Attend USPA Tandem Training Course

How Much Do Skydiving Instructors Make Per Student?

In the United States, skydiving instructor jobs tend to be seasonal or part-time. And while instructors can be hired as salaried employees, they are more or less paid for each class they supervise. According to reports, an instructor can be paid on a per-student, per class rate of about $20 – $30, although this figure tends to also vary depending on the instructor’s credentials and expertise, as well as other factors.

The U.S. Bureau of Labor Statistics reported that self-enrichment education teachers, such as skydiving instructors, could expect a much faster than average job growth from 2018 to 2028, a 12 percent rate. The average salary will also be largely dependent on the reputation of the skydiving company and the location, which can help determine how many people are interested in trying skydiving.

Most skydiving instructors tend to venture into this field with a license and basic education, proving that they are well-versed and experienced in executing safe jumps, easy landings, and other job duties. However, just like was expressed above, the salary can be unpredictable; an increasing job growth rate highlights a very popular career for most people interested in teaching skydiving.

Skydiving is a job in which safety is paramount, especially since it is considered a high-speed activity in which you risk injury and death. If you have a history of epilepsy, obesity, heart problems or other conditions, you may not be able to work as a skydiver.

Howbeit, to stay on top of safety details, you will need to skydive regularly, consistently, and expertly perform all procedures, and maintain good judgment. Skydivers who are trained well, who stay current with safety precautions, and take a conservative approach to the job have very few accidents or injuries.

There are many perks to the job – flying in airplanes all day, daydreaming with your head in the clouds, and of course, freefall. Being a skydiving instructor means getting paid to be a certified commando. Here are the steps to take to achieve this very inspiring feat.

1. Earn a Skydiving License

In the United States, there are no formal licensure requirements to become a skydiving instructor. However, it might be nice to acquire one or more instructional ratings through the United States Parachute Association (USPA). Before pursuing these ratings, you are expected to earn your voluntary skydiving licensure, which first requires membership in the USPA.

There are four classes of skydiving licenses, which are awarded based on a skydiver’s proficiency. But to get a license, you are expected to submit a log of your jumps that includes the jump number, date, location, exit altitude, and length of time in free fall, as well as the distance you landed from your target, equipment you used and a signature verifying the jump. In addition, logs need to show what kind of jump it was, such as flying, canopy formation, or style jump.

2. Learn The Ropes

The two basic requirements to become a professional skydiving tandem instructor are 500 skydives and 3 years in the sport of skydiving. So when you first start skydiving it may seem like an impossible number to hit 500 jumps. However, once you get your license to skydive it becomes very easy to make several hundred jumps a season.

In the United States, lift tickets for licensed skydivers are only $27 which makes it much more affordable to skydive several times a day. Aside from requiring 500 skydives to become a Tandem Instructor, note that you need to have been in the sport for 3 years.

This requirement is to help skydivers learn all there is to know about the industry before they are allowed to start taking passengers on their first tandem skydives. There is so much to learn about the sport of skydiving that it takes several years of being around the sport to learn the fundamentals

3. Pursue Instructional Ratings

In the United States, to earn an instructional rating as a skydiving instructor, you are expected to pass an exam administered by the USPA, have an advanced skydiving license, display mastery of skydiving techniques, and demonstrate teaching proficiency. Note there are three types of instructor positions you could hold, including a coach, instructor, and instructor examiner.

As an instructor, you will mainly teach jump courses in one or more of the following areas: harness holding, assisted deployment, static line, or tandem jumping. You also might oversee coaches, who could instruct students in certain jump and free fall skills while under your supervision.

The instructor examiner is the apex of the USPA instructional rating program. As such, you would represent the USPA regarding specific drop zones. This typically includes offering advice to skydivers and providing administrative services.

4. Attend USPA Tandem Training Course

At this point, you’ve completed your training: USPA D License, 500 Skydives, 3 years in the sport, and USPA Coach Rating. Now it is time to hit the books and attend your final training course. In the United States, tandem instructors are required to take a course through the USPA. This course is designed to teach the instructors how to take passengers on their first tandem skydives and to learn how to operate the parachute system.

Conclusion

Have it in mind that Skydiving tends to be seasonal work, based largely on weather conditions. You jump out of planes, focusing on the proper body positioning. After jumping, you will free-fall for about 60 seconds, traveling at close to 120 miles per hour. Once you open your parachute, you will enjoy 100 – mile views as you float to Earth. As a skydiving instructor, you will train people in harness holding, assisted deployment, static line, and tandem jumping.

Note that most of your work will take place Earth-bound, more or less requiring you to oversee coaches or serve as an examiner of the instructional rating program of the United States Parachute Association (USPA). Also note that you will spend a lot of time checking and rechecking your gear and that of your fellow divers, making sure all parachutes will function properly every single time they are activated.

16 skydiving industry jobs (with salary and responsibilities) • BUOM

November 25, 2021

Professionals who love extreme sports and unique group experiences often consider a career in skydiving. There are positions for skydiving for professionals with different levels of training and experience. Information about available vacancies can help you find a skydiver position that suits your skills and interests. In this article, we list 16 occupations in the skydiving industry including their average salary and general responsibilities.

Here is a list of 16 jobs you could take up if you want to get a job in skydiving. For the most up-to-date salary information on Indeed, please click on the links below:

1. Skydiving Instructor

National Average Salary: $28,637 per year

Windows Apps, Mobile Apps, Games – EVERYTHING is FREE on our private telegram channel – Subscribe 🙂 9 0003

Key Responsibilities: The Skydiving Instructor is responsible for escorting skydivers before the start of the flight. They help put on equipment for guests, explain how to jump correctly, guide guests on safety measures, operate the wind tunnel and ensure that all technologies work properly. Instructors can work in accelerated free fall (AFF), in which they teach guests to skydive solo or tandem jump as they dive with the guest.

2. Ground Control Worker

Average National Wage: $33,109 per year

Key Responsibilities: Ground Control Workers assist in managing the ground operations of the Parachute Facility. Their duties may include directing parachute traffic, coordinating a landing pattern, communicating with teammates about weather conditions, and enforcing facility rules. In the event of an injury, the ground controller will usually locate a medic or nurse and can help gather all the necessary medical supplies.

3. Photographer

National average salary: $39,869 per year

Key Responsibilities: Photographers are responsible for photographing guests during a skydive. They usually jump from the plane with the guests and take pictures of them in the air. The duties of the skydiving photographer may also include image editing, adjusting camera settings, and coordinating the jump to capture the experience from multiple angles.

4. Receptionist

National median salary: $41,882 per year

Key Responsibilities: The receptionist is the administrative worker who runs the front desk at the skydiving center. Skydiving administrators can perform tasks such as answering phones, answering customer emails, providing supplies, scheduling visits, and coordinating events. They can coordinate with drop zone professionals such as instructors and ground staff to offer guests an organized and enjoyable experience.

5. Safety and Training Consultant

Average National Salary: $46,276 per year

Key Responsibilities: Safety and Training Consultants are highly trained professionals who oversee safety and licensing in approved drop zones. Their duties typically include approving licensed tests, training instructors and other skydiving professionals, reporting non-compliance issues, and investigating safety breaches. The Safety and Training Consultant can also advise on unique jumps, such as situations where a facility is testing a new aircraft or guests are asked to jump at night to take safety precautions to accommodate special conditions.

6. Packer

National average salary: $48,242 per year

Primary Responsibilities: Packers are responsible for preparing equipment for guests during the jump. They often set up the parachute by placing the canopy inside the container and usually coordinate with the installers to check the gear and resolve any safety issues. These professionals aim to pack quickly and neatly to ensure jumpers perform efficiently.

7. Rigger

National average salary: $48,671 per year

Key Responsibilities: Fitters are responsible for building and repairing skydiving equipment. Their duties usually include re-laying canopies, patching torn parachutes, and adjusting seat belts. Together with the packers, they prepare and test parachutes, making sure each parachute meets safety requirements to prevent injury.

8. Loading organizer

National average salary: $49,119 per year

Key Responsibilities: A load organizer is a professional skydiver who plans group jumps. Their duties typically include assessing guests’ skills and experience levels, briefing guests, and explaining in advance what to expect while jumping with guests. They can interact with guests who prefer to jump with others to organize a group, or help cheer up anxious guests.

9. Event Coordinator

Average National Salary: $50,212 per year

Key Responsibilities: Event coordinators are responsible for promoting and planning events in the drop zones. These professionals typically perform a combination of sales and administrative tasks. Their responsibilities may include communicating with local businesses about drop zone group event opportunities, collaborating with vendors for large events, and organizing event packages including items such as flights, videos, souvenirs, and food.

10. Aircraft Maintenance Technician

Average National Salary: $51,850 per year

Key Job Responsibilities: Aircraft maintenance technicians are aviation professionals who are responsible for ensuring the correct operation of aircraft. Their duties may include performing diagnostic tests, replacing faulty parts, repairing electrical and mechanical systems, and performing regular inspections. They usually also keep detailed records of problems and resolutions with the aircraft they test.

11. Operations Coordinator

Average National Salary: $65,499 per year

Key Responsibilities: Operations Coordinators, whose positions are working in the skydiving industry, are responsible for arranging guest visits and handling administrative tasks. They may perform tasks such as processing payments, assisting guests with signing waivers and other documents, assisting with bookings, and relaying information to other employees to ensure consistent plans among drop zone staff. These professionals can also help with the sales process by connecting with local organizations and businesses to promote event bookings.

12. Maintenance Worker

National Average Wage: $70,579 per year

Key Responsibilities: The maintenance worker is responsible for the cleanliness, suitability, and safety of skydiving equipment. Their duties typically include mowing the grass in the drop zone, clearing the drop zone of obstructions, disinfecting the toilets, and taking out the trash. They can also control indoor heating and cooling and help with simple mechanical repairs.

13. Pilot

National average salary: $72,217 per year

Key Responsibilities: A pilot flies an airplane while skydiving. They prepare planes for takeoff, fly and land aircraft, adjust methods for unique air and weather conditions, communicate with ground control personnel and passengers, and protect passenger equipment before the jump. As a rule, they are responsible for operating flights several times per shift, as they operate a flight for each group of guests.

14. Videographer

National average salary: $79,327 per year

Key Responsibilities: Videographers are creative professionals who film skydiving events for guests. They usually jump from a plane along with solo and tandem jumpers and record their reactions and later edit the footage for guests to keep. Skydiving videographers can also film skydiving events and create promotional content for events and facilities.

15. Skydiver

National average salary: $83,380 per year

Key Responsibilities: Professional skydivers are athletes who publicly perform jumps at events, competitions, and in demonstration videos. They are responsible for teaching and performing a number of different jumps and tricks. These professionals may be responsible for training, sponsorship partnerships, and media travel.

16. Discharge zone owner

National average salary: $94,217 per year

Key Responsibilities: Landing zone owners are business professionals who operate skydiving equipment. They are typically responsible for hiring employees, managing the budget, complying with local and federal regulations, acquiring aircraft, and scheduling inspections and maintenance. Drop zone owners also typically continue to practice and explore the sport in order to share their experiences with jumpers and staff.

How to become a skydiving instructor

Skydiving is gaining more and more popularity not only among fans of extreme recreation. Now it is not only a sport, but also a popular entertainment event.

No matter how far you go in your intentions (become professional or stop at one attempt), you will always be accompanied by a skydiving instructor. No one can do without an instructor, because a beginner needs a person with extensive experience who will explain and demonstrate how to behave when one on one in the sky with a parachute.

What are the tasks of the instructor

Beginners to master all the subtleties of skydiving cannot do without their teacher and mentor, who the instructor will be. He demonstrates to beginners how a parachute works, talks about all its potential capabilities and how to use it, and studies safety rules. In addition, the ground training course includes training on simulators, theoretical lectures on behavior before the jump, during the flight and at the time of landing, moral support is provided.

For those who intend to jump for fun, the instructor will be a benevolent and demanding teacher who will warn against rash actions and frivolous behavior that can lead to disastrous consequences.

How to become a skydiving instructor

Only those who have become an experienced skydiver can apply for the title of instructor. An applicant for this responsible job must have more than one hundred jumps behind him, he must deal in practice with various parachute systems. But even this is not enough. The instructor must be a balanced person, calm and attentive, and also have an excellent physical shape. In addition, he must have pedagogical abilities in order to be able to convey his knowledge, skills and abilities to his students.

Become a Skydiving Instructor – Licensing, Teacher Pay, Job Resources

Can you imagine jumping out of a perfectly good airplane? People do it every day. It’s called skydiving. For some it’s absolutely terrifying to consider jumping out of a plane, but for others it’s a fun and exhilarating experience. You can’t go skydiving without some training from a skydive instructor.

Skydiving instructors teach people the basics of skydiving. They take willing adults miles in the air and let them dive out of an airplane. Surprisingly it’s quite safe.

It is also very addicting. Once you dive, you’ll most likely want to go again and again. It’s as close as a human can get to flying. As a skydiving instructor you can afford this expensively addicting sport because you have students.

When you start skydiving you will attend a skydiving school where you will learn about equipment, drop zones, airplanes, freefalls, canopy flights, and landings. This is all covered over several hours in ground school. It’s best to find one approved by the United States Parachute Association.

After ground school you will load the plane and fly to an elevation about 2 to 3 miles about the ground. There you will jump out of the plane and put your new knowledge to work. As you dive out of the plane you will focus on proper body position. Then you will freefall for about a minute at about 120 miles per hour, or terminal velocity. Eventually you’ll open your parachute and enjoy 100-mile views as you float back to Earth.

A parachuting expert needs to skydive regularly and pay close attention to details and safety. You’ll also need to earn skydiving licenses, which will ultimately let you become an instructor. Your student jumps, courses, and gear are your skydiving tuition. It can be expensive, but it’s worth it. To become an instructor you need to be a member of the United States Parachute Association and log at least 500 jumps and 3 hours of freefall.

There are several levels of skydiving professionals – coach, instructor, examiner, pro, and judge. Each certification tests your knowledge, skill, and experience. Be sure to log your dives. Always record jump number, date, location, exit altitude, length of freefall, type of jump, distance from landing, equipment, and buddy.  There are also challenging oral, written, and practical exams.

Skydiving is a weekend, weather dependent sport, which is nice because it allows you to start your skydiving career part time. On any given day, you can do up to 10 or so jumps. Being a skydiving instructor is a pretty great gig about 10 months a year. During the winter it is too cold. For year round work, look in places like sunny California. Check for work at your local drop zone or online skydiving websites.

Instructors often work sunup to sundown teaching, packing parachutes, and skydiving. Wages will depend on where you work and how many dives you do. Some drop zones pay by the hour, but most pay by the jump. Many instructors do about 1000 dives per year at about $25 to $35 per dive. They can supplement that income by earning a riggers ticket to pack parachutes and make about $10 to $15 for each parachute they pack. At the end of the year, full time skydiving instructors will make between $20,000 and $40,000.

Skydiving instructors quite possibly have one of the most adrenaline pumping instructor jobs out there. They manage to take complete novices miles into the air, jump out of airplanes, and make it to the ground safely. If you think you might be ready for a job like that, go skydiving this weekend to see if it’s the career for you.

Quick Facts About Teaching Skydiving

Job Title: Skydiving Instructor
Office: In the air or at the drop zone
Description: Teach people how to sky dive
Certifications/Education: USPA Instructor Rating
Necessary Skills: Knowledge of skydiving and parachutes
Potential Employers: Drop Zones
Pay: Can be salaried, hourly, or by jump – averages $30,000 per year

Helpful Skydiving Instructor Employment Links:

Search Sky Diving Instructor and Other Instructor Jobs on JobMonkey
United States Parachute Association
Skydiving Magazine
Skydive University
DropZone. com

Make Great Money as a Social Media Manager (NEXT PAGE)

How Much Do Skydiving Instructors Make? (Average Salary Per Student)

Skydiving instructors are known to educate people concerning the safety procedures and equipment used while skydiving. These experts teach students about concepts and maneuvers like drop zones, freefalls, and canopy flights. They also cover important information concerning airplanes and landings.

Also, note that skydiving instructors may teach individuals or groups of people. Skydiving instructors often jump in tandem with their students, but they may also prepare students for their own jumps. Skydiving instructors are also expected to meet all licensing requirements and meet a required number of jumps and hours of freefall.

Table of Content

• How Much Do Skydiving Instructors Make Per Student?
  • Earn a Skydiving License
  • Learn The Ropes
  • Pursue Instructional Ratings
  • Attend USPA Tandem Training Course

How Much Do Skydiving Instructors Make Per Student?

In the United States, skydiving instructor jobs tend to be seasonal or part-time. And while instructors can be hired as salaried employees, they are more or less paid for each class they supervise. According to reports, an instructor can be paid on a per-student, per class rate of about $20 – $30, although this figure tends to also vary depending on the instructor’s credentials and expertise, as well as other factors.

The U.S. Bureau of Labor Statistics reported that self-enrichment education teachers, such as skydiving instructors, could expect a much faster than average job growth from 2018 to 2028, a 12 percent rate. The average salary will also be largely dependent on the reputation of the skydiving company and the location, which can help determine how many people are interested in trying skydiving.

Most skydiving instructors tend to venture into this field with a license and basic education, proving that they are well-versed and experienced in executing safe jumps, easy landings, and other job duties. However, just like was expressed above, the salary can be unpredictable; an increasing job growth rate highlights a very popular career for most people interested in teaching skydiving.

Skydiving is a job in which safety is paramount, especially since it is considered a high-speed activity in which you risk injury and death. If you have a history of epilepsy, obesity, heart problems or other conditions, you may not be able to work as a skydiver.

Howbeit, to stay on top of safety details, you will need to skydive regularly, consistently, and expertly perform all procedures, and maintain good judgment. Skydivers who are trained well, who stay current with safety precautions, and take a conservative approach to the job have very few accidents or injuries.

There are many perks to the job – flying in airplanes all day, daydreaming with your head in the clouds, and of course, freefall. Being a skydiving instructor means getting paid to be a certified commando. Here are the steps to take to achieve this very inspiring feat.

1. Earn a Skydiving License

In the United States, there are no formal licensure requirements to become a skydiving instructor. However, it might be nice to acquire one or more instructional ratings through the United States Parachute Association (USPA). Before pursuing these ratings, you are expected to earn your voluntary skydiving licensure, which first requires membership in the USPA.

There are four classes of skydiving licenses, which are awarded based on a skydiver’s proficiency. But to get a license, you are expected to submit a log of your jumps that includes the jump number, date, location, exit altitude, and length of time in free fall, as well as the distance you landed from your target, equipment you used and a signature verifying the jump. In addition, logs need to show what kind of jump it was, such as flying, canopy formation, or style jump.

2. Learn The Ropes

The two basic requirements to become a professional skydiving tandem instructor are 500 skydives and 3 years in the sport of skydiving. So when you first start skydiving it may seem like an impossible number to hit 500 jumps. However, once you get your license to skydive it becomes very easy to make several hundred jumps a season.

In the United States, lift tickets for licensed skydivers are only $27 which makes it much more affordable to skydive several times a day. Aside from requiring 500 skydives to become a Tandem Instructor, note that you need to have been in the sport for 3 years.

This requirement is to help skydivers learn all there is to know about the industry before they are allowed to start taking passengers on their first tandem skydives. There is so much to learn about the sport of skydiving that it takes several years of being around the sport to learn the fundamentals

3. Pursue Instructional Ratings

In the United States, to earn an instructional rating as a skydiving instructor, you are expected to pass an exam administered by the USPA, have an advanced skydiving license, display mastery of skydiving techniques, and demonstrate teaching proficiency. Note there are three types of instructor positions you could hold, including a coach, instructor, and instructor examiner.

As an instructor, you will mainly teach jump courses in one or more of the following areas: harness holding, assisted deployment, static line, or tandem jumping. You also might oversee coaches, who could instruct students in certain jump and free fall skills while under your supervision.

The instructor examiner is the apex of the USPA instructional rating program. As such, you would represent the USPA regarding specific drop zones. This typically includes offering advice to skydivers and providing administrative services.

4. Attend USPA Tandem Training Course

At this point, you’ve completed your training: USPA D License, 500 Skydives, 3 years in the sport, and USPA Coach Rating. Now it is time to hit the books and attend your final training course. In the United States, tandem instructors are required to take a course through the USPA. This course is designed to teach the instructors how to take passengers on their first tandem skydives and to learn how to operate the parachute system.

Conclusion

Have it in mind that Skydiving tends to be seasonal work, based largely on weather conditions. You jump out of planes, focusing on the proper body positioning. After jumping, you will free-fall for about 60 seconds, traveling at close to 120 miles per hour. Once you open your parachute, you will enjoy 100 – mile views as you float to Earth. As a skydiving instructor, you will train people in harness holding, assisted deployment, static line, and tandem jumping.

Note that most of your work will take place Earth-bound, more or less requiring you to oversee coaches or serve as an examiner of the instructional rating program of the United States Parachute Association (USPA). Also note that you will spend a lot of time checking and rechecking your gear and that of your fellow divers, making sure all parachutes will function properly every single time they are activated.

16 skydiving industry jobs (with salary and responsibilities) • BUOM

November 25, 2021

Professionals who love extreme sports and unique group experiences often consider a career in skydiving. There are positions for skydiving for professionals with different levels of training and experience. Information about available vacancies can help you find a skydiver position that suits your skills and interests. In this article, we list 16 occupations in the skydiving industry including their average salary and general responsibilities.

Here is a list of 16 jobs you could take up if you want to get a job in skydiving. For the most up-to-date salary information on Indeed, please click on the links below:

1. Skydiving Instructor

National Average Salary: $28,637 per year

Windows Apps, Mobile Apps, Games – EVERYTHING is FREE on our private telegram channel – Subscribe 🙂 9 0003

Key Responsibilities: The Skydiving Instructor is responsible for escorting skydivers before the start of the flight. They help put on equipment for guests, explain how to jump correctly, guide guests on safety measures, operate the wind tunnel and ensure that all technologies work properly. Instructors can work in accelerated free fall (AFF), in which they teach guests to skydive solo or tandem jump as they dive with the guest.

2. Ground Control Worker

Average National Wage: $33,109 per year

Key Responsibilities: Ground Control Workers assist in managing the ground operations of the Parachute Facility. Their duties may include directing parachute traffic, coordinating a landing pattern, communicating with teammates about weather conditions, and enforcing facility rules. In the event of an injury, the ground controller will usually locate a medic or nurse and can help gather all the necessary medical supplies.

3. Photographer

National average salary: $39,869 per year

Key Responsibilities: Photographers are responsible for photographing guests during a skydive. They usually jump from the plane with the guests and take pictures of them in the air. The duties of the skydiving photographer may also include image editing, adjusting camera settings, and coordinating the jump to capture the experience from multiple angles.

4. Receptionist

National median salary: $41,882 per year

Key Responsibilities: The receptionist is the administrative worker who runs the front desk at the skydiving center. Skydiving administrators can perform tasks such as answering phones, answering customer emails, providing supplies, scheduling visits, and coordinating events. They can coordinate with drop zone professionals such as instructors and ground staff to offer guests an organized and enjoyable experience.

5. Safety and Training Consultant

Average National Salary: $46,276 per year

Key Responsibilities: Safety and Training Consultants are highly trained professionals who oversee safety and licensing in approved drop zones. Their duties typically include approving licensed tests, training instructors and other skydiving professionals, reporting non-compliance issues, and investigating safety breaches. The Safety and Training Consultant can also advise on unique jumps, such as situations where a facility is testing a new aircraft or guests are asked to jump at night to take safety precautions to accommodate special conditions.

6. Packer

National average salary: $48,242 per year

Primary Responsibilities: Packers are responsible for preparing equipment for guests during the jump. They often set up the parachute by placing the canopy inside the container and usually coordinate with the installers to check the gear and resolve any safety issues. These professionals aim to pack quickly and neatly to ensure jumpers perform efficiently.

7. Rigger

National average salary: $48,671 per year

Key Responsibilities: Fitters are responsible for building and repairing skydiving equipment. Their duties usually include re-laying canopies, patching torn parachutes, and adjusting seat belts. Together with the packers, they prepare and test parachutes, making sure each parachute meets safety requirements to prevent injury.

8. Loading organizer

National average salary: $49,119 per year

Key Responsibilities: A load organizer is a professional skydiver who plans group jumps. Their duties typically include assessing guests’ skills and experience levels, briefing guests, and explaining in advance what to expect while jumping with guests. They can interact with guests who prefer to jump with others to organize a group, or help cheer up anxious guests.

9. Event Coordinator

Average National Salary: $50,212 per year

Key Responsibilities: Event coordinators are responsible for promoting and planning events in the drop zones. These professionals typically perform a combination of sales and administrative tasks. Their responsibilities may include communicating with local businesses about drop zone group event opportunities, collaborating with vendors for large events, and organizing event packages including items such as flights, videos, souvenirs, and food.

10. Aircraft Maintenance Technician

Average National Salary: $51,850 per year

Key Job Responsibilities: Aircraft maintenance technicians are aviation professionals who are responsible for ensuring the correct operation of aircraft. Their duties may include performing diagnostic tests, replacing faulty parts, repairing electrical and mechanical systems, and performing regular inspections. They usually also keep detailed records of problems and resolutions with the aircraft they test.

11. Operations Coordinator

Average National Salary: $65,499 per year

Key Responsibilities: Operations Coordinators, whose positions are working in the skydiving industry, are responsible for arranging guest visits and handling administrative tasks. They may perform tasks such as processing payments, assisting guests with signing waivers and other documents, assisting with bookings, and relaying information to other employees to ensure consistent plans among drop zone staff. These professionals can also help with the sales process by connecting with local organizations and businesses to promote event bookings.

12. Maintenance Worker

National Average Wage: $70,579 per year

Key Responsibilities: The maintenance worker is responsible for the cleanliness, suitability, and safety of skydiving equipment. Their duties typically include mowing the grass in the drop zone, clearing the drop zone of obstructions, disinfecting the toilets, and taking out the trash. They can also control indoor heating and cooling and help with simple mechanical repairs.

13. Pilot

National average salary: $72,217 per year

Key Responsibilities: A pilot flies an airplane while skydiving. They prepare planes for takeoff, fly and land aircraft, adjust methods for unique air and weather conditions, communicate with ground control personnel and passengers, and protect passenger equipment before the jump. As a rule, they are responsible for operating flights several times per shift, as they operate a flight for each group of guests.

14. Videographer

National average salary: $79,327 per year

Key Responsibilities: Videographers are creative professionals who film skydiving events for guests. They usually jump from a plane along with solo and tandem jumpers and record their reactions and later edit the footage for guests to keep. Skydiving videographers can also film skydiving events and create promotional content for events and facilities.

15. Skydiver

National average salary: $83,380 per year

Key Responsibilities: Professional skydivers are athletes who publicly perform jumps at events, competitions, and in demonstration videos. They are responsible for teaching and performing a number of different jumps and tricks. These professionals may be responsible for training, sponsorship partnerships, and media travel.

16. Discharge zone owner

National average salary: $94,217 per year

Key Responsibilities: Landing zone owners are business professionals who operate skydiving equipment. They are typically responsible for hiring employees, managing the budget, complying with local and federal regulations, acquiring aircraft, and scheduling inspections and maintenance. Drop zone owners also typically continue to practice and explore the sport in order to share their experiences with jumpers and staff.

How to become a skydiving instructor

Skydiving is gaining more and more popularity not only among fans of extreme recreation. Now it is not only a sport, but also a popular entertainment event.

No matter how far you go in your intentions (become professional or stop at one attempt), you will always be accompanied by a skydiving instructor. No one can do without an instructor, because a beginner needs a person with extensive experience who will explain and demonstrate how to behave when one on one in the sky with a parachute.

What are the tasks of the instructor

Beginners to master all the subtleties of skydiving cannot do without their teacher and mentor, who the instructor will be. He demonstrates to beginners how a parachute works, talks about all its potential capabilities and how to use it, and studies safety rules. In addition, the ground training course includes training on simulators, theoretical lectures on behavior before the jump, during the flight and at the time of landing, moral support is provided.

For those who intend to jump for fun, the instructor will be a benevolent and demanding teacher who will warn against rash actions and frivolous behavior that can lead to disastrous consequences.

How to become a skydiving instructor

Only those who have become an experienced skydiver can apply for the title of instructor. An applicant for this responsible job must have more than one hundred jumps behind him, he must deal in practice with various parachute systems. But even this is not enough. The instructor must be a balanced person, calm and attentive, and also have an excellent physical shape. In addition, he must have pedagogical abilities in order to be able to convey his knowledge, skills and abilities to his students.

Interactive School Ventilation Tool | CDC

Important update: Healthcare facilities

CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination.
Learn more

Interactive School Ventilation Tool

Updated May 27, 2022

Print

This tool is designed for building managers or school administrators who are familiar with the school’s current ventilation systems.

Small particles that people breathe out can contain virus particles, including the viruses that causes COVID-19 and influenza (flu).  Good ventilation, along with other preventive actions, can help prevent virus transmission in schools.

A window exhaust fan can reduce virus particles in a classroom by up to 95%.

Select the options below to see how particle levels change as you adjust ventilation settings.

The risk of getting COVID-19 varies according to individual susceptibility and the number of virus particles to which a person is exposed. The fewer virus particles in the air, the better.

This tool does not contain all scenarios. However, you can layer strategies for even better ventilation results.

• This tool uses data from the National Institute of Standards and Technology.
• The results are estimates and might not be exact in the real world. Our model assumes an infected occupant (teacher or student) inside a 790 square-foot classroom for 6 hours. The model shows the reduction in particles over those 6 hours in the classroom. To see the effects of these ventilation settings on different room sizes and HVAC system types, see this report from the National Institute of Standards and Technology.
• Due to limits of the current model, the tool does not contain all scenarios, including opening a window or using multiple enhancements at one time. However, layering strategies will help clear out virus particles in rooms faster.
• The model assumes that if you select Terminal Unit or Central/Rooftop Unit, the unit would be operating continuously during school hours.
• The base filter in the “No HVAC” system is no filter, in the “Terminal Unit system” is MERV 6, and in the “Central/Rooftop Unit” is MERV 8. For this model, a “premium” filter is based on one rated for MERV 13 filtration. Learn more about HVAC filters and portable air cleaners. Visit Ventilation in Buildings to learn more about MERV ratings.
• The portable HEPA air cleaner is assumed to be operating at high speed (300 cfm).
• The exhaust fan is assumed to be 1,200 cfm.
• The 100% Outside Air option is only available on the “Central/Rooftop Unit” and means that no air is recirculated.
• All scenarios are compared against a classroom with no central ventilation system with no filter, no HEPA air cleaner, and no exhaust fan.

Download Data [CSV – 523 B]

Visit the Interactive Home Ventilation Tool to learn how to improve ventilation in your home.

Opinion | School Is (Whisper It) a Form of Child Care

Opinion|School Is (Whisper It) a Form of Child Care

https://www.nytimes.com/2020/10/13/opinion/coronavirus-schools-child-care-centers.html

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Opinion

And child care, at its best, fosters children’s development. So how did we come to treat them so differently?

Oct. 13, 2020

Credit…FatCamera/E+, via Getty Images

By Bryce Covert

Contributing Opinion Writer

This summer, as debate raged among lawmakers, school districts and parents about whether it was safe to send kids back to school, something strange happened in Howard County, Md.

The Howard County school system decided to remain remote for at least the first semester. But to help parents deal with the lack of in-person care for their children, the county offered elementary school students a spot in parks and recreation programs, which provide “support for virtual learning assignments” along with “work sessions” and “crafts, physical activities, and games” — activities not totally unlike, say, school.

Little mention was made of the adults who will supervise the children during this child care. There was no hand-wringing about classroom configurations or safety guidelines. The catch? Unlike regular public school, which is guaranteed and free, the spots were limited — and cost $219 each week for a full day.

Similar programs have been created in places such as Texas, Vermont, Boston and New York City. Even before the school year began, child care providers never shut down in many places and were mostly left on their own to figure out how to keep their doors open while keeping everyone safe.

What is going on? Why would we endlessly debate the safety of putting children in classrooms, but put them in day care settings without anyone batting an eye — and certainly with no national debate?

In reality, there is no magical distinction that leaves children and adults immune to the coronavirus in a child care setting but not in a school. And yet throughout the pandemic we’ve operated as if there is.

It has taken a once-in-a-lifetime crisis to reveal what was always true: School is — whisper it — a form of child care; child care, at its best, fosters children’s development.

We have long drawn a sharp distinction where there shouldn’t be one. School is, first and foremost, about education. But it is also a safe place for parents to send their children while they’re at work. That fact became torturously clear as school was yanked away, throwing families into chaos. At the same time, while child care allows parents of young children to go to work, the early years are also critical for children’s development, making the educational aspects crucial.

The dichotomy we’ve set up between the two doesn’t serve anyone now, but it didn’t work under normal circumstances, either. Separating child care from the larger K-12 educational system forces many of us to live with an expensive, patchwork, private system for children up to age 5. And ignoring the fact that school is a place where children both learn and are kept safe while their parents work means we haven’t reconciled short school days and academic calendars with a typical working parent’s schedule.

How did we ever let such a bifurcated system grow so established in the first place? The story begins, for a University of Pennsylvania education historian, Jonathan Zimmerman, when formal school was first established in this country. In the 1800s, school was transformed state by state from a few weeks of instruction by a teenage girl in a one-room house into a system of formal classrooms with grades and professional teachers. Educational reformers like Horace Mann and Henry Barnard insisted that children needed more formal schooling in order to be informed citizens upholding democracy.

But that same reform push also excluded the nation’s youngest children. When “school” still meant a one-room schoolhouse, working mothers were happy to send babies along with their siblings — which doesn’t mean that this was a good outcome. “They would park the babies in front of the fireplace and the babies would fall asleep and fall backward,” Mr. Zimmerman said. “Kids were injured.” Horace Mann insisted that babies ought to remain at home, to allow the other children to get a better shot at a real education.

“Nobody’s wrong here,” Mr. Zimmerman said. “Mom’s right that we need a place for the 6-month-old, and Horace Mann is right that kids don’t actually belong in the schoolhouse.”

But no one swooped in to help Mom get what she needed — even as a broad consensus formed across the country that all children above the age of 6 had a right to a publicly financed education. “Public support for education starting in grade 1 has never really been a question,” Mr. Zimmerman said, even if we’ve frequently — and vehemently — fought over the particulars of how it’s carried out. School was never about alleviating a burden for parents. It was, for a new republic, based on the idea that the country needed an educated population to make democracy function. It was a civic service.

Child care, on the other hand, was guided by an entirely different logic. “There’s a common thread that runs through the history of child care in this country,” said Chris Herbst, an Arizona State University associate professor who studies child care policy. “And that’s employment.”

Mothers have always worked outside the home. During Mann’s time, they were in mills and factories alongside men. Their presence in the workplace then was controversial, as it remains today. Convincing the public that there should be a service available to take care of their kids while they worked was “a really heavy lift,” Mr. Zimmerman said.

In fact, mothers didn’t get any help from the government until the government needed them to work. During the Great Depression, the Works Progress Administration operated a network of child care centers aimed at helping unemployed mothers get jobs. Then, in the midst of World War II, President Franklin Roosevelt built a network of centers across the country. By then, men were fighting abroad and the ranks of childless women were running thin. But without child care, the nation was subjected to an array of horror stories about what happened when mothers went to work, such as children locked in cars near factories or chained to trailer homes.

And so, between 1943 and 1946, the country had a publicly funded, universal child care system built on the idea that women needed to leave the home to keep America running. It was “one of the earliest examples of child care policy in this country,” Mr. Herbst said. And it sprung directly from an economic need. “It was not designed specifically with education goals or child development goals in mind,” Mr. Herbst said. “It was all about parent employment.”

The centers shut down when the war ended, and the country has yet to create a universal child care program since. It has barely even invested public resources in it. But the few times it has, work has nearly always been the driving priority. In the 1990s, the federal government created programs like the Child Care & Development Block Grant and child care subsidies in the Temporary Assistance for Needy Families program with the goal of “quickly moving mostly unmarried mothers with young children from welfare to work,” Mr. Herbst said. “These were employment programs.”

So child care has always by default been ensnared in the thicket of debate over the role women are meant to play at home and in public. School has rarely come into conflict with that debate. The basic premise that children deserve to learn — and that education is important for the country as a whole — hasn’t been disputed.

And yet the two suffer from being divided from each other. “In both realms, we’re only having half the necessary conversation,” Mr. Herbst said.

Even before the pandemic, school misaligned with parents’ needs. The school day barely resembles the typical demands of a job. The median school day ends at 2:50 p.m., and nearly all are closed by 3:30, yet most of us work until 5 or 6 p.m. When functioning normally, schools still close for nearly 29 days during the school year, more than two workweeks longer than what the average private-sector worker gets in paid vacation and holidays — and that’s not even touching on summer vacation.

At the same time, an academic consensus has emerged about the importance of the first few years of a child’s life to brain development and later life outcomes. To neglect the developmental, if not educational, importance of high-quality child care is to do an enormous disservice to the millions of children who are in child care on a typical (non-pandemic) day.

Now this arbitrary dividing line has left child care providers all but abandoned while struggling to safely stay open and pick up the slack when school districts have decided to go remote. The fact that K-12 schools get public funding and oversight means they are also subject to public debate. Child care has been relegated to a lesser status and has less power to make demands on lawmakers, even if the demand is simply for some canisters of disinfectant wipes.

The answer is not that we must drag K-12 education down to child care’s level — to say that teachers are merely babysitters who deserve to make barely over minimum wage and that parents should be forced to pay for school themselves. The answer is to make child care more like public school. What Howard County is doing might seem strange at first glance, but in fact, school districts offering child care for school-aged children could lead us to the right place.

We still don’t know what this school year is going to look like. It’s yet to be seen if schools invite students back in only to shut down as cases spread, or if they’re able to put in place enough safety measures to keep the virus at bay. But when we emerge on the other side, it would be foolish to return to normal, to a system where children’s needs are neglected at young ages and parents’ needs go unheeded at older ones.

Bryce Covert is a contributor at The Nation and a contributing Opinion writer.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips. And here’s our email: letters@nytimes. com.

Follow The New York Times Opinion section on Facebook, Twitter (@NYTopinion) and Instagram.

About kindergarten and elementary school | Togliatti Academy of Management

Send an application for admission to a kindergarten Send an application for admission to a school

Enrollment for 2022-2023 is open. We are happy to answer any questions: 55-50-44.

Subscribe to our group VKontakte

Tolyatti, Primorsky Boulevard, 25

Kindergarten – primary school “Rostok” implements programs of preschool and primary general education

Preschool education

Junior group from 2.5 years old

Middle group

Senior group

Preparatory group

Education program

LEARNING CONDITIONS

WORKING HOURS

Kindergarten – primary school “Rostok” is designed for children from 7:30 am to 19:30 pm, the most comfortable conditions are created here so that every child feels at home.

For 12 hours, both kids and schoolchildren are under the supervision of educators and teachers. In the kindergarten, the day for pupils begins with breakfast, then the teachers work with the children:

• modeling;
• drawing;
• music;
• physical education;
• development of speech or logic.

In elementary school, lessons are held in the first half of the day, and in the second half, students are engaged in sections and circles of additional education (physical culture and sports, artistic and aesthetic, cultural and scientific and technical orientation), take part in project activities, do homework can rest or take a walk.

EDUCATIONAL SYSTEM

The educational system in the kindergarten – elementary school “Rostok” is built in such a way that children have the opportunity to prepare for the transition to the next stages of education. Through active participation in project, competitive and creative work, kindergarten students and primary school students develop the ability to:

• self-improvement and self-education;
• learn to solve logical problems for the formation of thinking and consciousness;
• learn initial competencies in intellectual, information and other fields.

COMPREHENSIVE CLASSES IN ROBOTICS

In the elementary school of PEI VO TAU, as part of the development of a diversified modern student, four stages of education of children in the direction of robotics have been implemented. This is due to the need to develop algorithmic thinking and a creative non-standard approach to solving problems among students and training future technical specialists. Training takes place according to the STEAM methods (science – science, technology – technology, engineering – engineering, arts and math – art and mathematics) Lego Education and individual methods developed by the teachers of the Academy. The first two stages, for students in grades 1 and 2, are implemented on the basis of Lego WeDo 2.0 constructors. Further education is based on Lego Boost building blocks and adapted for Scrath programming. During each lesson, children will explore the world around them, constructing interactive programmable models from functional assembly elements.

UNIQUE PROGRAMMING TRAINING SYSTEM

CODEWARDS is an educational program specially developed by Redmadrobot for elementary school students (grades 1-4). Redmadrobot is professionally engaged in the design, development of mobile applications for the leaders of the Russian market.

The “CODEWARDS” training system is built on the principle “from simple to complex”. That is, starting from the study of a simple theory and passing easy tasks, the child can move on to solving complex problems, studying more interesting material.

In the process of learning, children receive not only basic programming skills, but also learn to solve logical problems, work in groups and master new skills.

9 0010 DEVELOPED INFRASTRUCTURE

The territory of the kindergarten – elementary school is quite spacious and picturesque. “Rostok” is visited by preschoolers (children aged 2.5 to 6.5 years) and schoolchildren from grades 1 to 4. The building consists of several buildings. Preschool groups are located on the 2nd floor of the building, and classrooms and infrastructure premises (swimming pool, library, music and sports halls, administrative and utility rooms) – on the 1st floor.

All classrooms are equipped with interactive equipment (interactive whiteboards, projection equipment). General physical training classes are held both indoors (gym, swimming pool) and in the surrounding areas. Physical development and health improvement are one of the priorities of our activity.

COMPLETE FOOD

Both the kindergarten and the elementary school provide five full meals a day. The menu is compiled for a week based on the wishes of the children and medical recommendations. If the child has any food restrictions, then this is taken into account, for example, gluten-free, casein-free, protein-free and other diets.

All dishes are nutritious and rich in vitamins so that children during their stay in the walls of “Rostok” are active and perform all the tasks that educators or teachers give them.

SECURITY SYSTEM

The Academy has special requirements for the safety of its students. Rostok is located in a fenced area and is constantly guarded by employees from the own security service of the Togliatti Academy of Management. Service employees control the order and access control, and the complex is equipped with video security system . We have also developed a program to prevent child road traffic injuries.

INDIVIDUAL APPROACH

All classes in kindergarten (except music and physical education) are held in subgroups of 7 to 10 people. Classes are limited to 20 students. This approach to learning helps the kindergarten – elementary school “Rostok” to achieve the following goals: the formation of students’ abilities for self-development, logical thinking, communication and the initial level of key competencies.

diagnostics are carried out twice a year – specialists look at the dynamics of development of each ward, and then plan their further individual development trajectory with their parents.

MEDICAL SERVICE

Medical care is provided in the kindergarten – elementary school. Control over the health of preschoolers and students is carried out by qualified nurses. Also, the medical staff not only monitors the health of children, but also consults for parents, draws up a children’s menu and organizes children’s health-improving physical gymnastics.

CONTINUITY

One of the principles of education in kindergarten – elementary school “Rostok” is continuity in education. It is carried out as follows: from the preparatory group of the kindergarten, the child goes to the 1st grade of the elementary school. The children’s team remains at this stage practically unchanged. The place of education and development of the child does not change, since both the kindergarten and the primary school are located in the same building.

ADDITIONAL PROGRAMS

On the basis of the kindergarten-elementary school “Rostok” additional programs are being implemented to prepare for school.

Attendance at extracurricular programs can help your child prepare for school, gain basic reading skills, and develop logic and fine motor skills.

INFRASTRUCTURE OF ACTIVE TIME

Directions of extracurricular activities in the kindergarten – elementary school “Rostok” are very diverse:

• traditions;
• basics of project activities;
• sports events;
• intellectual contests;
• corporate events;
• circles and sections;
• outdoor events and summer playground.

Employment in extracurricular activities helps Rostok students gain new knowledge and have fun.

Federal State Budgetary Educational Institution “School – Kindergarten No. 1” of the Administration of the President of the Russian Federation

Educational organizations

Founded: November 1982

Abbreviated name: FGBOU “School – Kindergarten No. 1″.

Opening hours : from 7.30 to 19.30 Mon.-Fri.

Permanent external video surveillance. Entrance to the territory is strictly by special passes.
Field of activity: implementation of the main general educational programs of primary and preschool general education within the framework of the Federal State Educational Standard.

Primary school

Education in grade 1 is conducted according to the curriculum, which is drawn up in accordance with the requirements of the Federal State Educational Standard for Primary General Education (FSES) and SanPin.
FGBOU “School – Kindergarten No. 1” is a combination of the classical traditions of Russian education with modern and effective educational technologies.

Classes are conducted by highly qualified teachers and educators:

• educational psychologist;
• speech pathologist;
• music director;
• physical education instructor;
• choreographer;
• English teacher;
• teacher of fine arts.

They have developed a system that integrates both the educational process and extracurricular activities.

Kindergarten

The goal of modern preschool education is to prepare the child for the learning process as gently as possible, to reveal his abilities and teach him to learn with joy and pleasure.
Educators, specialist teachers of the highest and first qualification category.

There are 17 groups in the educational institution.

Classes are held in:

• group rooms;
• music halls;
• sports, gyms;
• English classroom;
• teacher-psychologist’s office;
• speech therapist’s offices;
• art studios.

Additional education is an integral part of the educational system of the school and kindergarten. The main goal of the system of additional education is the development of the creative and intellectual abilities of children, the socialization of students, their adaptation to modern conditions and the organization of leisure after school hours.

Lynn’s Learning Center | Dorr, MI Frequently Asked Questions

What subjects/grades do you teach?

We Teach/Tutor students from Young 5’s through 8th Grade in all subjects. For High School Mathematics we go through Algebra II.

How does online tutoring work?

We meet via the platform ZOOM. High speed internet and a computer with a webcam are needed. There is a “white board” we can make use of if needed and can share documents. If there is specific homework, we ask that you email the link/assignment so we can share the document to make things easier.

Will my child get homework from Lynn’s Learning Center to work on in-between sessions?

The answer to this is variable. It depends on what your child is in need of. If your child needs help keeping up with homework, then probably not unless it is to give them extra practice in a difficult area. We don’t want them to feel overburdened. If it is reading, then I always want students to read each night for at least 20 minutes, or quickly go over some vocabulary. Summertime is another story all together. It is a time to keep up with what they have learned and look ahead to what is to come in the next year. I ask for about 1/2 hour a day in various learning activities + 20 minutes reading. This keeps them accountable and promotes good study habits. I have started a Google Classroom for both my online and office students to keep up with their work.

What are your hours?

My office/online tutoring hours (EST) are:

                        Monday 9:00-12:30, 1:30-7:30

                        Tuesday 9:00-12:30, 1:30-7:30

                        Wednesday 9:00-12:30, 1:30-7:30

                        Thursday 9:00-12:30, 1:30-4:00

How often do you recommend tutoring for a student?

The answer to this is variable as well. It depends on your child. Are they behind in school? I would say 3 times a week. Does your child need help with one subject only a little as a reassurance then I might say only once a week. It completely depends on your child and their needs. It may be that your child may start out 3 times a week but later may change to 2 times then eventually only once as a check in or boost.

Do you allow drop ins?

If your child has been a student of Lynn’s Learning Center for a while and has “graduated” from tutoring but all of the sudden has a big test that they are anxious about, then yes, they are welcome to drop in for a little help. If it is someone shopping for a tutor and they just want to drop in to see, then no. The relationship between a Tutor and Student is important and it takes time to build that relationship of trust for the student to accept the help they need.

How much do you charge for tutoring?

$30/hour – Quite reasonable compared to many tutors. I want this to be affordable for those that need it.

How do you accept payments?

Office Visits – I accept Cash, Check, PayPal (which accepts all major credit cards)
Online – I invoice through PayPal (which accepts all major credit cards)

Payment is expected at the time of service or you may prepay if that is more convenient.  

How do I sign up for tutoring for my child?

Please go to the Contact Us page and fill out the questionnaire. I will contact you soon and we can talk in person to see how I can help you and your child. We can schedule your first appointment at that time. 

4185 Proline Ct. Suite D
Dorr, MI 49323
(616)275-2575

Lynn’s Childcare Development Center – SC Child Care Services

Families can now apply for child care scholarships through the new DSS benefits portal!

Learn More

Child Care Center

ABC Quality Rating

What is ABC Quality?

Facility Attributes

Operator:

Linnie Mae Blake

Capacity:

67

Facility Hours

Licensing

Licensing Type & Number:

License#: 24291

Issue Date:

5/2/2022

Expiration Date:

5/2/2024

Call your DSS licensing specialist if you have questions:

DSS Licensing Specialist

Hutchinson, Holly

(843) 953-9773

Facility Review & Complaint Information

(7 records found)

Inspection Reports

Note on Deficiencies

Deficiencies are listed in broad categories and are available online for 36 months. We encourage you to contact your region office for an explanation of any of the deficiencies, or for additional information about this facility’s compliance. Resolved “On Site” means that a violation was resolved during the Licensing Specialist’s inspection.

Severity Levels

High:

These are the most serious violations of child care regulations and could pose a risk to the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Medium:

These are significant violations of child care regulations and could negatively impact the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Low:

These violations are the least likely to impact health and safety, but they still show that a facility is out of compliance with some child care regulations. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Note on Frequency of Inspections

Centers, Group Homes, and Licensed Family Homes::

In 2014, legislation was passed that changed the number of unannounced visits from two per year to one per year in Child Care Centers, Group Child Care Homes, and Licensed Family Child Care Homes. As a result of this new law, you may see a decrease in the number of deficiencies listed on this website for these types of providers. Unannounced visits are still made in response to a complaint, and visits are scheduled with the facility during the re-licensing process, which occurs every two years.

Registered Family Homes:

Most family homes are registered, not licensed. In 2014, legislation was passed that allows Child Care Licensing to make one unannounced visit to these homes each year. As a result of this new law, you may see an increase in the number of deficiencies listed on this website for Registered Family Child Care Homes. Unannounced visits are still made in response to a complaint. Click here for an overview of each facility and the requirements they must meet according to state law.

Training: Internal Lin-trainer of the enterprise. Training in Lean Manufacturing

Training duration : 32 ac. hours

Description of the training:
The success of the implementation of Lean production depends on the constant training of the work team. The course will help specialists master advanced technologies for transferring knowledge and skills in the use of Lean tools, implement them in the practice of their enterprise, and acquire the skills of a Lean trainer. The purpose of the course is to prepare its participants to create an effective system of in-house training and development of personnel in the Lean production system.

Audience:
For managers and specialists included in the working groups for the implementation of Lean production, internal trainers of enterprises, Lean trainers, specialists responsible for training and developing personnel

Required training:
Not required

Learning outcome:

After studying the student will know:
• Methods for training personnel in Lean manufacturing tools
• Approaches to training certain categories of employees: managers, specialists, operators
• Technologies for the development and implementation of in-house training programs
• Skills for building a corporate knowledge base in the field of Lean manufacturing
• Methods of effective work with personnel in the conditions of implementation of changes

Training program:

Module 1. Designing a system for training and developing personnel when implementing Lean production
• Formation of corporate knowledge base
• Distribution of powers. Development of regulations

Module 2. Lean Competence Development System
• The Twelve Competencies of Lean Manufacturing and their content
• Peculiarities of development of competencies in certain categories of employees of the enterprise: top managers, middle and lower managers, specialists and operators

Module 3. Forms and methods of corporate training in Lean production technologies
• Motivational seminars, trainings, on-the-job training, distance learning, kaizen assaults, self-study programs, competitions/competitions, business quests and business simulations, coaching
• The choice of one or another method of training depending on the goal/task being solved

Module 4. Development and implementation of practical exercises at the enterprise
• Purpose of application and types of exercises
• The study of exercises aimed at mastering the conceptual apparatus of Lean production
• Waste Identification Exercises, Process Cycle Efficiency Exercises, Flow Mapping Workshop

Module 5: Developing and Running Business Games
• Purpose of application, types of business games, stages of game development
• Overview of used games for training production personnel
• Business simulation as a thematic business game. Business games on the topic “Lean office”

Module 6. Technologies for developing and conducting certain types of workshops
• Development of web courses, business simulations
• Methodology for organizing and conducting a kaizen assault
• Development of competencies through coaching
• Peculiarities of development of Lean manufacturing competencies: visualization, DMAIC problem solving, PDCA thinking, etc.
• Participation and analysis of the methodology for conducting a business game “From Processes to Lean Manufacturing”

Module 7. Features of training in the 5S, TPM, SMED system


Module 8: Managing Lean Change
• Planning for change. Tactics and stages of change
• Guides and initiators. Communication support for changes
• Forms of overcoming resistance at the group and personal level
• Mistakes in the implementation of innovations

LLC Lin Vector, training company, training center

Card of the company “LLC “Lin Vector”: list of programs, news and articles of the training center; list of business coaches cooperating with “LLC “Lin Vector”, and feedback from students “Lin Vector” works in the field of Lean training, Lean coaching and implementing the principles of Lean Manufacturing since 2006. During this time, extensive experience in the implementation of Lean at enterprises of various fields of activity (machine-building, paperboard, medical, oil and gas, etc.) has been accumulated.0007

Human resources management

Logistics, supply chain

Industry programs

Enterprise management

Training of trainers

Quality system, ISO

Business education

9 0008 Our consultants have experience in the practical implementation of Lean since 2006. Successfully projects were implemented to introduce the principles of Lean Manufacturing in more than 100 companies in various fields of activity in various regions of Russia. Information and feedback on completed projects – in the section \Our projects\”

2. High qualification of trainers

Trainers-consultants of “Lin Vector” have completed internships for the exchange of experience in the field of Lean both at domestic enterprises (GAZ, VAZ, Sollers-Elabuga, ZF-Kama, Knorr-Bremse Kama, Autocomponent Group of Companies , Sberbank of Russia, etc. ), and in the western (Daimler AG, BWC, BorgWarner Transmission Systems, EBMPAPST Mulfingen GmbH & Co. KG, T?V Th?ringen Gruppe).

3. The relevance of the approach

Our consultants have extensive experience in the current economic conditions of the Russian Federation. Most of the projects have been implemented over the past 2 years, our clients have achieved real results, which indicates the ability to build an effective Lean system in the modern realities of the Russian economy.

4. Pricing flexibility

We are ready to show flexibility in setting up pricing policy, especially in relation to budgetary organizations, representatives of small and medium-sized businesses. In some cases, the cost of the project can be determined as a percentage of the result achieved by the Customer’s company or the economic effect obtained.

5. Orientation to results

Consulting:

When implementing projects for the implementation of Lean technologies, our clients always get the desired result, which can be expressed in the optimization of the production process / provision of services, economic effect, improving the quality of products / services, etc. A proven technology of project management allows to ensure the achievement of results. This is confirmed by a large number of positive reviews and recommendations.

Training programs:

All of our programs are practice-oriented. The purpose of training is to transfer not only knowledge, but also the skills of their practical application, as well as the ability to systematically see the organization’s processes. For example, after completing the Lean Trainer program with us, your specialists will be able to successfully independently implement improvement projects, introduce lean technologies at the enterprise, and train personnel.

6. Practical training orientation

Depending on the format and subject of training, we organize a training group to enter the production / workflow area or conduct practical classes in the Lean laboratory, where students practice all the acquired skills in practice, learn from real examples and are completely ready for their application at the exit in their activities.

Licensing

Licensing Type & Number:

License#: 24291

Issue Date:

5/2/2022

Expiration Date:

5/2/2024

Call your DSS licensing specialist if you have questions:

DSS Licensing Specialist

Hutchinson, Holly

(843) 953-9773

Facility Review & Complaint Information

(7 records found)

Inspection Reports

Note on Deficiencies

Deficiencies are listed in broad categories and are available online for 36 months. We encourage you to contact your region office for an explanation of any of the deficiencies, or for additional information about this facility’s compliance. Resolved “On Site” means that a violation was resolved during the Licensing Specialist’s inspection.

Severity Levels

High:

These are the most serious violations of child care regulations and could pose a risk to the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Medium:

These are significant violations of child care regulations and could negatively impact the health and safety of children. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Low:

These violations are the least likely to impact health and safety, but they still show that a facility is out of compliance with some child care regulations. If you would like an explanation of any of the deficiencies, or would like additional information about this facility’s compliance, please contact your regional office.

Note on Frequency of Inspections

Centers, Group Homes, and Licensed Family Homes::

In 2014, legislation was passed that changed the number of unannounced visits from two per year to one per year in Child Care Centers, Group Child Care Homes, and Licensed Family Child Care Homes. As a result of this new law, you may see a decrease in the number of deficiencies listed on this website for these types of providers. Unannounced visits are still made in response to a complaint, and visits are scheduled with the facility during the re-licensing process, which occurs every two years.

Registered Family Homes:

Most family homes are registered, not licensed. In 2014, legislation was passed that allows Child Care Licensing to make one unannounced visit to these homes each year. As a result of this new law, you may see an increase in the number of deficiencies listed on this website for Registered Family Child Care Homes. Unannounced visits are still made in response to a complaint. Click here for an overview of each facility and the requirements they must meet according to state law.

Training: Internal Lin-trainer of the enterprise. Training in Lean Manufacturing

Training duration : 32 ac. hours

Description of the training:
The success of the implementation of Lean production depends on the constant training of the work team. The course will help specialists master advanced technologies for transferring knowledge and skills in the use of Lean tools, implement them in the practice of their enterprise, and acquire the skills of a Lean trainer. The purpose of the course is to prepare its participants to create an effective system of in-house training and development of personnel in the Lean production system.

Audience:
For managers and specialists included in the working groups for the implementation of Lean production, internal trainers of enterprises, Lean trainers, specialists responsible for training and developing personnel

Required training:
Not required

Learning outcome:

After studying the student will know:
• Methods for training personnel in Lean manufacturing tools
• Approaches to training certain categories of employees: managers, specialists, operators
• Technologies for the development and implementation of in-house training programs
• Skills for building a corporate knowledge base in the field of Lean manufacturing
• Methods of effective work with personnel in the conditions of implementation of changes

Training program:

Module 1. Designing a system for training and developing personnel when implementing Lean production
• Formation of corporate knowledge base
• Distribution of powers. Development of regulations

Module 2. Lean Competence Development System
• The Twelve Competencies of Lean Manufacturing and their content
• Peculiarities of development of competencies in certain categories of employees of the enterprise: top managers, middle and lower managers, specialists and operators

Module 3. Forms and methods of corporate training in Lean production technologies
• Motivational seminars, trainings, on-the-job training, distance learning, kaizen assaults, self-study programs, competitions/competitions, business quests and business simulations, coaching
• The choice of one or another method of training depending on the goal/task being solved

Module 4. Development and implementation of practical exercises at the enterprise
• Purpose of application and types of exercises
• The study of exercises aimed at mastering the conceptual apparatus of Lean production
• Waste Identification Exercises, Process Cycle Efficiency Exercises, Flow Mapping Workshop

Module 5: Developing and Running Business Games
• Purpose of application, types of business games, stages of game development
• Overview of used games for training production personnel
• Business simulation as a thematic business game. Business games on the topic “Lean office”

Module 6. Technologies for developing and conducting certain types of workshops
• Development of web courses, business simulations
• Methodology for organizing and conducting a kaizen assault
• Development of competencies through coaching
• Peculiarities of development of Lean manufacturing competencies: visualization, DMAIC problem solving, PDCA thinking, etc.
• Participation and analysis of the methodology for conducting a business game “From Processes to Lean Manufacturing”

Module 7. Features of training in the 5S, TPM, SMED system


Module 8: Managing Lean Change
• Planning for change. Tactics and stages of change
• Guides and initiators. Communication support for changes
• Forms of overcoming resistance at the group and personal level
• Mistakes in the implementation of innovations

LLC Lin Vector, training company, training center

Card of the company “LLC “Lin Vector”: list of programs, news and articles of the training center; list of business coaches cooperating with “LLC “Lin Vector”, and feedback from students “Lin Vector” works in the field of Lean training, Lean coaching and implementing the principles of Lean Manufacturing since 2006. During this time, extensive experience in the implementation of Lean at enterprises of various fields of activity (machine-building, paperboard, medical, oil and gas, etc.) has been accumulated.0007

Human resources management

Logistics, supply chain

Industry programs

Enterprise management

Training of trainers

Quality system, ISO

Business education

9 0008 Our consultants have experience in the practical implementation of Lean since 2006. Successfully projects were implemented to introduce the principles of Lean Manufacturing in more than 100 companies in various fields of activity in various regions of Russia. Information and feedback on completed projects – in the section \Our projects\”

2. High qualification of trainers

Trainers-consultants of “Lin Vector” have completed internships for the exchange of experience in the field of Lean both at domestic enterprises (GAZ, VAZ, Sollers-Elabuga, ZF-Kama, Knorr-Bremse Kama, Autocomponent Group of Companies , Sberbank of Russia, etc. ), and in the western (Daimler AG, BWC, BorgWarner Transmission Systems, EBMPAPST Mulfingen GmbH & Co. KG, T?V Th?ringen Gruppe).

3. The relevance of the approach

Our consultants have extensive experience in the current economic conditions of the Russian Federation. Most of the projects have been implemented over the past 2 years, our clients have achieved real results, which indicates the ability to build an effective Lean system in the modern realities of the Russian economy.

4. Pricing flexibility

We are ready to show flexibility in setting up pricing policy, especially in relation to budgetary organizations, representatives of small and medium-sized businesses. In some cases, the cost of the project can be determined as a percentage of the result achieved by the Customer’s company or the economic effect obtained.

5. Orientation to results

Consulting:

When implementing projects for the implementation of Lean technologies, our clients always get the desired result, which can be expressed in the optimization of the production process / provision of services, economic effect, improving the quality of products / services, etc. A proven technology of project management allows to ensure the achievement of results. This is confirmed by a large number of positive reviews and recommendations.

Training programs:

All of our programs are practice-oriented. The purpose of training is to transfer not only knowledge, but also the skills of their practical application, as well as the ability to systematically see the organization’s processes. For example, after completing the Lean Trainer program with us, your specialists will be able to successfully independently implement improvement projects, introduce lean technologies at the enterprise, and train personnel.

6. Practical training orientation

Depending on the format and subject of training, we organize a training group to enter the production / workflow area or conduct practical classes in the Lean laboratory, where students practice all the acquired skills in practice, learn from real examples and are completely ready for their application at the exit in their activities.

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