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Being Interviewed by a Board of Education

Boards of education have become more active in interviewing and selecting candidates for leadership positions. State law dictates that only the Board can make personnel appointments. Of course, board members are elected officials and as such they have their own priorities and values, and can be influenced by their constituents. Consequently, if a candidate is going to be interviewed by the Board, you need to find out who they are and what their priorities might be. An AI inquiry into each trustee can yield key information.

Find out the occupation and priorities of board members. The kind of questions that a professional educator might ask are different from those of an accountant, or a teacher, or a real estate agent. Does the trustee have a child in the special education program, or is he or she involved in youth athletics, the music boosters, or the performing arts? Most Board Members are actively involved parents and will ask the kind of questions that parents are interested in. Be aware that some trustees can be advocates for inside candidates and other candidates who are connected to their friends or family members. Be prepared to answer questions related to themes such as: cost savings; student learning; student discipline; community involvement; cell phone use; staff morale; music, arts and athletics; raising academic achievement; personnel practices; special education programs; addressing attendance problems; etc.

Here are some sample questions that you should expect:

  1. What ideas do you have to create greater efficiencies which lead to cost savings?
  2. What expertise do you bring to your staff in enhancing student learning through the use of technology and AI?
  3. What is your approach to classroom management/student discipline?
  4. How would you go about determining what your priorities should be in your new position?
  5. How would you deal with a veteran staff member who is not receptive to your recommendations?
  6. What characteristics do you look for in hiring an excellent teacher?
  7. What would you do if your supervisor made a decision that you disagreed with and you felt would harm children?
  8. How would you deal with a parent who is dissatisfied with how a teacher is conducting his/her class? Assume that the parent has already spoken to the teacher.
  9. If you interviewed candidates for a teacher vacancy, what questions would you ask them?
  10. What ideas do you have to decrease staff rollover and encourage retention of staff?
  11. What would you do to attract more students into the music, arts, and athletic programs?
  12. What would you do to support the philosophy of inclusion in our special education program?

Beware that some Board Members can be aggressive and/or argumentative in how they ask questions and may challenge you. Do not fight back. Keep your cool, remain professional, and if you don’t agree, you might just say: “That’s an interesting point. I would have to think about that”.

A final reminder. Remember that the two most important factors in getting a job is being likeable and being a good fit for the school-community. Be pleasant, smile, and try to resonate with the cultural norms and values of the Board. If those norms do not align with your values, you might consider working elsewhere. You are interviewing them as well. Don’t pretend to be someone you are not.

BIGGEST INTERVIEWING MISTAKES OF SCHOOL LEADERS

I’ve coached hundreds of school leaders through their interviewing process and analyzed how and why they fell short. Let me share several of the most common mistakes interviewees make and how to begin to avoid these blunders.

  1. DON’T TALK TOO MUCH—most candidates just talk too much and talk themselves out of a job. Keep your answers to two minutes. If interviewers want more, they will ask you to elaborate. Avoid repeating yourself and going off on unrelated tangents. And make sure you answer the question.
  2. DON’T SOUND LIKE THE OTHER CANDIDATES—ninety percent of your interviews will begin with “Tell us about yourself”. Most interviewees respond by walking through the highlights of their resume. BORING! They’ve already reviewed your resume. Be different and stand out from the rest of the field. Introduce yourself in interesting ways. They want to know who you are and what you stand for.
  3. AVOID BUZZWORDS—education is filled with jargon and terminologies. Candidates think that by using big words they’ll sound more professional. Interviewing committees are made up of parents, staff members, and teachers. They are laymen and practitioners who may not be familiar with all the buzzwords, and will be put off by your highfalutin, pretentious vocabulary.
  4. DON’T COME OFF AS ARROGANT—successful candidates must come off as likeable. People are put off by an arrogant personality. Don’t be that someone who boasts and is full of himself. The opposite of boastful is modest, humble. Let your accomplishments speak for you.
  5. DON’T MIS-READ YOUR AUDIENCE—watch the body language of your audience, particularly nodding heads signaling approval and shaking of heads sideways indicating disapproval. If you sense negative reactions, then deftly clarify or re-direct your answer. If you find yourself in a hole, stop digging.
  6. NEVER BE UNPREPARED—do your homework prior to the interview. Find out about the status of the district and the school. What are the demographics? What are the student achievement levels? What are their strengths and needs? What are their points of pride? A frequent question is “what do you know about us”? This is your opportunity to demonstrate that you’ve done your homework.
  7. DON’T BE A MISFIT—candidates who appear to be a “good fit” for the school-community get the job. Therefore, scope out the values of the community. Are they proud of their winning athletic teams? Do they tout their students’ academic successes? Do they authentically celebrate the diversity within their community? Do they take pride in the physical appearance of their facilities? Are there significant opportunities for community involvement? A good candidate must demonstrate that you resonate with those values and are a good fit.
  8. DON’T CREATE A STERILE IMAGE OF YOURSELF—those responsible for making personnel decisions crave candidates who excite them. They want to like you; trust you; relate to you; be comfortable with you. Therefore, your challenge is to present yourself not only professionally, but socially and emotionally. Authentically reveal yourself to them as a real person.

How you go about presenting yourself during interviews is complex and nuanced. You need strategies as to how to navigate this tricky terrain. It can years of trial and error, resulting in rejections, before you address these and other missteps. I know the terrain. Let me guide you as your coach.

MY 20 FAVORITE INTERVIEW QUESTIONS for SCHOOL LEADERS

I have probably interviewed ten thousand candidates over my 50-year career. Below are some of my favorite questions for school leaders. Questions 1,2 and 3 are the most probable. I think they are also the most important because in the case of #1 and #2 it allows the candidate to define him/herself by presenting their story. Question #3 gives insight into the thoroughness of preparation the candidate has committed to the process. Your success is dependent on your performance in responding to questions like these in a coherent, thoughtful and concise way. If you feel you need help to more effectively respond to these questions, then contact me and I will help.

  1. Tell us about yourself. Make your resume come alive.
  2. Why do you want to become a school leader?
  3. What do you know about our school/district? Why do you want to work here?
  4. Describe your “footprint” that you would leave in your current position and why you believe it will be sustained.
  5. Why would teachers want to follow your leadership?
  6. How would you deal with a veteran teacher who is not receptive to your recommendations?
  7. How would you go about determining what your priorities should be in your new position?
  8. What do you know about the NYS Blue Ribbon Commission’s Graduation Requirements Recommendations and how you would address them?
  9. Specifically, what are most the important things you look for when doing a classroom visit?
  10. What is your approach to student discipline?
  11. What expertise do you bring to your staff in enhancing student learning through the use of technology and AI?
  12. How would you go about assisting a teacher who is having difficulty with classroom management/student discipline?
  13. How do you know (what evidence do you seek) that students understand the concepts and skills that they are learning?
  14. What are the most productive ways of consulting with teachers and or parents so they can enhance their effectiveness in working with their student?
  15. How would you go about leading a committee or a professional learning community?
  16. Assume that an unpopular policy has been made and many parents are unhappy about its implementation, how would you deal with a room full of angry parents at a PTA meeting?
  17. If you interviewed candidates for a teacher vacancy, what question would you ask them?
  18. Tell me about a student who you helped that might have changed that child’s life.
  19. How would you deal with a parent who is dissatisfied with how a teacher is conducting his/her class? Assume that the parent has already spoken to the teacher.
  20. Tell me something about yourself that is not on your resume that will help me better understand the essence of who you are and what motivates you.

STRATEGIES IN ANSWERING KILLER SCHOOL LEADERSHIP INTERVIEW QUESTIONS

I have been coaching school leaders and aspiring leaders in preparation for their interviews for more than 15 years. My clients frequently ask me how to answer difficult questions during an interview. Here’s a sampling of a few of those questions, my suggested strategies as to how to answer, and my recommended answers:

1. “What would your direct supervisor say about you if I called her?” (You think you might not get a positive recommendation from her/him)

Analysis: You can’t criticize your supervisor, and you can’t say that she/he might say something negative about you. What you can do is to speak to your boss; let her/him know that a reference call might be coming; and ask for a positive recommendation that emphasizes the positive things that you’ve done. You might even consider providing a list of a few of your accomplishments. Most supervisors are not out to destroy your career. Who knows, this might even be seen by your boss as an opportunity for you to leave, and motivate her/him to give you a positive recommendation?

Answer: “I think she will say that I have great relationships with our students and their parents, that I’m always well prepared, and that I’m always willing to give extra time and attention to assist my students.”

2. “If you get this position, how long do you plan on staying in it?”

Analysis: You probably don’t know how long you’ll stay or how things will work out. Your new supervisors probably don’t want to go through additional transitions in the short run. However, you won’t be credible if you say you’ll stay for the remainder of your career. Employers seek leaders who are honest. Your answer needs to offer a reasonable rationale that supports your response.

Answer: “Assuming that things will work out well, I think five to seven years would make sense. The literature says that it takes at least five years to implement and sustain structural improvements. I’m committed to see my work through to positive outcomes.”

3. “You’re a certified school leader with very little leadership experience, why should we hire you over more experienced candidates?”

Analysis: Your aim is to present yourself as a self-confident, “can do” person, who will grow on the job. Your selling points are your accomplishments as a teacher, your potential and willingness to embrace being mentored and molded into the culture of your new school and district, and your raw enthusiastic undeveloped talent and energy.

Answer: “I may not be your most experienced candidate, but I can assure you that no one will be more eager to grow and learn, and work harder than I. I believe my colleagues will tell you that I’m a teacher leader who has played leading roles in some of our most important school improvements. My resume outlines some of these accomplishments. Let me add that as a high school and college athlete I was usually chosen as team captain. I’ve been told that I’m a “natural born leader.”

4. “I see on your resume that you live almost an hour away. Is that going to be a problem?”

Analysis: Never hesitate to “shoot down” any obstacle that might diminish your value. You should provide evidence that any of their concerns have been overcome or resolved in the past. Employers want to be assured.

Answer: “I take full responsibility for my attendance and timeliness. Although my present place of work is about 10 miles less of a commute, my time in traffic commuting here would be about the same because I’d be driving against the traffic. It is fair to say that I’m never late and usually one of the first people to arrive. It’s not a problem.”

5. “As an experienced school leader, tell us about a failure you experienced, and more importantly, what lesson did you learn from it?”

Analysis: This is similar to the often-asked question, “What is your greatest weakness?” The worst answer is, “I really can’t think of one”. Being humble and self-reflective are very desirable characteristics. The example you provide should be designed to possibly resonate with the interviewers’ experiences and evoke their empathy.

Answer: “As an inexperienced leader years ago, I made decisions based on gut feelings. What I’ve learned over the years was to put more trust in evaluating the evidence and results; to slow down… to listen to people I trust and respect even when they have divergent opinions. I’ve learned what I call, “watch the movie”. In other words, listen, suspend judgement, slow down, and decide on what is in the best interests of my students and the school. The example that comes to mind was that I had a strong interest to initiate an International Bachelorette Program. I was inclined to start the program. However, I encountered strong opposition from a segment in the community and from the teachers’ union. I was concerned that it would be divisive, and I backed away from moving ahead. I regret not listening to my leadership team. They advised me that it was worth the challenge because of the merits of the program for our students.”

Larry Aronstein provides interview coaching and resume revision to school leaders and aspiring leaders. Learn more at larryaronstein@yahoo.com

TEN LESSONS LEARNED AFTER 15 YEARS OF COACHING SCHOOL LEADERSHIP CANDIDATES

Over the last 15 years, I have successfully coached more than 800 candidates seeking school leadership jobs. My work has focused on revising resumes and preparing for job interviews. Once my clients get their new positions, they sometimes reach out to me to get advice on the next step in their careers or how to deal with problems they might be facing in their new job. Looking back and reflecting on my experiences as a coach, I decided to share my “takeaways”, lessons learned, that might help candidates be more effective.

  1. GET INPUT ON YOUR RESUME AND INTERVIEWING STRATEGIES—your resume is a work in progress. Advice you get will be well-intentioned, however, the field of public education is unique. You need to get guidance from an experienced educator who has reviewed countless resumes and interviewed 1,000’s of candidates. Don’t waste years of job searching through trial and error trying to figure it out by yourself.
  2. CRAFT YOUR NARRATIVE—the first question you will probably be asked is: “Tell us about yourself”. In response, most all candidates review their work and educational experiences. After listening to a series of 15 to 20 candidates, interviewers grow weary –begins to sound the same. They’ve already reviewed your resume. So, craft and tell your story. They are dying to find a compelling candidate.
  3. BE AUTHENTIC—your story must be coherent, credible, and relatable. Be real. Present yourself as someone who shares their school-community’s values, and will easily fit in. Tell a short story about a success you had. Mention your own experiences growing up. Talk about your family.
  4. STICK TO 2 MINUTE RULE—most candidates talk too much. They meander and repeat themselves. They go off on tangents and don’t answer the question. Discipline yourself to limit your responses to two minutes. If the interviewers want to hear more, they will ask you to elaborate.
  5. QUANTIFY ACCOMPLISHMENTS—speak to your accomplishments, not your job description. Wherever possible, quantify the accomplishment. “The result of switching to the new approach to literacy, our school-wide achievement went up by 12% over three years”.
  6. BE INFORMED BY PREVIOUS QUESTIONS—take note of the topics of questioning as you go to the next rounds of interviewing. It is reasonable to anticipate that you will be asked similar questions in future rounds. It’s an opportunity to fine tune your answers.
  7. OFFER INSIGHTS INTO THEIR PROBLEMS—do your homework in researching what’s going on in the school and the district. Find out what kind of problems they are facing. Prepare answers that will address their problems.
  8. BE AWARE OF STEREOTYPING—unfortunately, we in education tend to stereotype educational work experiences. There is a strong tendency on the part of decision makers to take a negative view of school settings that are different from their own. For instance, leaders in affluent suburban districts are dismissive of candidates from big cities, parochial and private schools, charter schools, vocational and special needs schools. This practice is not limited to suburban schools; the opposite is valid as well.
  9. STEER CLEAR OF CONTROVERSIAL ISSUES & DISAGREEMENTS—interviewers can be confrontational, and questions concerning controversial social issues such as critical race theory or equity can be asked. Avoid taking the bait. Try to remain neutral.
  10. GET OBJECTIVE FEEDBACK—the need to get objective and candid feedback from an experienced coach cannot be over-stated. Every interview is a learning experience. You don’t have to be in it alone.

LET ME BE YOUR COACH. larryaronstein@yahoo.com

What Questions Should Candidates for School Leadership Positions Ask When Closing the Deal?

You have survived three rounds of interviews and are now down to one of three finalists. Your last stop is with the Superintendent of Schools and two of the Assistant Superintendents. You should predict that they are going to ask you, “Do you have any questions for us?” among other questions.

Be aware, their time is limited, and they will appreciate it if you limit yourself to no more than three questions. Nevertheless, the quality of your questions does make an impact and can be a game changer. Your goal is to impress them with your professionalism, thoughtfulness, and collegiality.

These are a few questions from which you might chose:

  1. What do you want me to accomplish by the end of the year that would result in you saying that I’ve been successful?
  2. Big picture, what is your vision for this district?
  3. In your opinion, what are the assets and the liabilities in coming into this position?
  4. What advice do you have for my success?

How do these questions reflect upon you as a candidate? I would conclude that you are (1) interested in being successful; (2) willing to fit into their leadership team and fulfill their goals; (3) thoughtful and curious about their current status; and (4)  eager to gain background knowledge and get off to an effective quick start.

Asking good open-ended questions also serves as a vehicle to extend the conversation. I suggest, you briefly comment on their responses in your attempt to extend the conversation. “I have some experience dealing with______.” “How much progress are you making in your ______ initiative?” “I’m very impressed with what you are saying about _______ because ________.”

At the conclusion of the interview, you should always ask: “When can I expect to hear back from you?”

YOUR SUCCESS DURING ALL PHASES OF THE INTERVIEWING PROCESS IS DEPENDENT UPON YOUR PREPARATION AND PERFORMANCE. LET ME BE YOUR COACH—WWW.LARRYARONSTEIN@YAHOO.COM

Diagnosing Your Effectiveness as a Candidate

Over the last year, how many positions have you applied to for which you were qualified? _____

  1. Of those, how many first interviews (screening) did you get? _____
  2. Of those first interviews, how many second interviews (committee) did you get? ____
  3. Of those second interviews, how many third interviews (Central Office) did you get? ___
  4. Did you interview as a finalist with the Board of Education? If so, how many times? ___

IF YOU ARE NOT GETTING AT LEAST 30% OF YOUR FIRST INTERVIEWS BASED ON YOUR RESUME, THEN YOUR RESUME IS NOT DOING ITS JOB AND IT NEEDS REVISION.

IF AT LEAST 40% OF YOUR SCREENING INTERVIEWS ARE UNSUCCESSFUL, THEN YOU NEED HELP IN YOUR BASIC INTERVIEWING SKILLS AND STRATEGIES.

IF AT LEAST 50% OF YOUR COMMITTEE INTERVIEWS ARE UNSUCCESSFUL, THEN YOU NEED HELP IN YOUR MORE ADVANCED INTERVIEWING SKILLS AND STRATEGIES.

THE SUCCESS RATE FOR YOUR FINAL INTERVIEW SHOULD BE 33%.

NEED HELP? CONTACT DR. LARRY ARONSTEIN—larryaronstein@yahoo.com

BEWARE OF FOLLOWING WELL INTENTIONED ADVICE

Remember the adage, “The road to hell is paved with good intentions”. After a 48-year career in public education, 40 as a school and district leader who interviewed thousands of candidates, I would like to believe I can speak with some authority about hiring educators. Lesson #1: Be careful about following advice from well-intentioned friends, family and colleagues. Here are a few examples of advice you should not follow, why not, and what you should do.

Seek advice from people who are successful in other fields—NO. Be selective about who may be assisting you. The world of education is quite different than the business world. Private business and public education are culturally worlds apart. Also, be cautious about following the advice of educators who do not have experience in screening and interviewing.  Work with a coach who is an experienced school leader. People who give you advice are certainly well meaning, however acting upon misguided advice can be a costly mistake in time and money.

Put together a standard resume—NO. Do not conform to standard formats. Go beyond what you learned in school. Highlight your special skills and accomplishments; your resume should not look like a job description. Do you have valuable life experiences? Are you fluent or proficient in foreign languages? Have you traveled extensively and developed a deep understanding of world cultures? Can you coach sports or have expertise to run extra-curricular activities?

Bring a Portfolio—NO. Your first screening interview usually will last 10 to 15 minutes. The interviewers are busy people. They will not have time to review your portfolio.

Apply and then wait patiently—NO. You need to be active; passivity doesn’t work. Networking is a key. Contact everyone you know who might have a connection into schools. You may get a courtesy interview—but be aware that it’s only a foot in the door.

Look for geographical regions that are hiring—YES. But be careful. There is a reason why some regions find it difficult to find good candidates. In addition, most of us are unable and unwilling to relocate. It’s difficult and lonely to go somewhere where you don’t know anyone. If you’re adventurous, or have friends or support systems in another region, then seriously consider it. However, anticipate that you may be in for culture shock.

Dr. Aronstein is a career coach who works with educators in preparing their resumes and preparing for interviews. For more information go to his website: www.larryaronstein.com

BEWARE OF FOLLOWING WELL-INTENTIONED ADVICE

Remember the adage, “The road to hell is paved with good intentions”. After a 48-year career in public education, 40 as a school and district leader who interviewed thousands of candidates, I would like to believe I can speak with some authority about hiring educators. Lesson #1: Be careful about following advice from well-intentioned friends, family and colleagues. Here are a few examples of advice you should not follow, why not, and what you should do.

Seek advice from people who are successful in other fields—NO. Be selective about who may be assisting you. The world of education is quite different than the business world. Private business and public education are culturally worlds apart. Also, be cautious about following the advice of educators who do not have experience in screening and interviewing.  Work with a coach who is an experienced school leader. People who give you advice are certainly well meaning, however acting upon misguided advice can be a costly mistake in time and money.

Put together a standard resume—NO. Do not conform to standard formats. Go beyond what you learned in school. Highlight your special skills and accomplishments; your resume should not look like a job description. Do you have valuable life experiences? Are you fluent or proficient in foreign languages? Have you traveled extensively and developed a deep understanding of world cultures? Can you coach sports or have expertise to run extra-curricular activities?

Bring a Portfolio—NO. Your first screening interview usually will last 10 to 15 minutes. The interviewers are busy people. They will not have time to review your portfolio.

Apply and then wait patiently—NO. You need to be active; passivity doesn’t work. Networking is a key. Contact everyone you know who might have a connection into schools. You may get a courtesy interview—but be aware that it’s only a foot in the door.

Look for geographical regions that are hiring—YES. But be careful. There is a reason why some regions find it difficult to find good candidates. In addition, most of us are unable and unwilling to relocate. It’s difficult and lonely to go somewhere where you don’t know anyone. If you’re adventurous, or have friends or support systems in another region, then seriously consider it. However, anticipate that you may be in for culture shock.

Dr. Aronstein is a career coach who works with educators in preparing their resumes and preparing for interviews. For more information go to his website: www.larryaronstein.com

School Leaders: Not Moving Forward in Your Candidacy? What Should You Do?

Frequently my clients tell me, “Despite my best efforts, I’m not moving forward in the interviewing process. I’ve revised my resume and cover letter. Thoroughly researched the school-community. Practiced my answers to the most often asked questions, and yet I’m not moving on. What am I doing wrong? Is it me?”

Candidates who get the job must present themselves as being “likeable” and representing a “good fit” for the community. What does that mean and what does it look like? I think you’d agree that most of us like others who are friendly, smile, thoughtful, modest, make eye contact, even tempered and direct. Fitting in means that the story you tell about yourself resonates with the needs, values and vision of the school-community.

There might be aspects of your background that can be perceived as negatives which result in not moving on. What are they? Your experience as an urban educator may be seen as a poor match in a suburban school. Or, your work in a small school doesn’t match the perceived needs of a larger district. Other factors that work against your candidacy might be competing against an “insider”, or you simply might be up against a more experienced, highly competent applicant.

What you should do is flip what might be perceived as a weakness into a strength. As an example, you can make the case that as an urban school leader you have a great deal of experience in dealing with difficult disciplinary cases. Another example: your experience in a small school has taught you to master a wide variety of operational aspects of managing a school. Still another example: as an “outside candidate”, you will can bring in new fresh perspectives.

It is not my intention to discourage your applying to schools that do not appear to be a “good fit”. Rather, my advice is to be well prepared and able to make your case to maximize the strengths of your skill set and knowledge base. So, if you are not moving on in the interviewing process, don’t feel defeated. You must be thoroughly prepared to make your case that perceived deficiencies should be seen as strengths.

Let me be your coach you so you are well prepared to “turn lemons into lemonade!”

WHAT DOES SCHOOL LEADERSHIP COACHING CONSIST OF?

Recently, a suburban school district posted an ad for an assistant principal. The district attracted more than 150 applicants, met with 18 for a screening interview, and then had a hiring committee interview 8 semi-finalists. At about the same time, the Kentucky Derby had 19 horses “Run for the Roses.” Those horses had the benefit of the best trainers in the world to prepare them. Trying to get a leadership job is very much like a horse race.

How much of an investment does a serious candidate make in just getting certified as a leader? There are application fees, tuition, books, commuting costs and time. That can easily add up to more than $20,000. Getting the job can get you a 10% raise in salary. Does spending a few hundred dollars for a coach make sense to you?

Being a well-prepared competitive candidate is the difference between playing a good game of checkers and being a fine chess player. A good coach will prepare you to hone your resume and cover letter; confidently present yourself during an interview; tell a compelling story about why you are the right match for the job; anticipate and prepare impressive and unique responses to interviewers’ questions; strategize your narrative; and how to read body language. Yes, coaching does work. Those who receive coaching and mentoring do so confidentially.

The right school leadership coach has walked the walk. He or she has a diverse and well-positioned network of former clients and colleagues; knows the schools and districts, and the inside stories of what they need and want. You will be guided on how to fashion your approach to the special needs and wants of the specific school and district. People who play horses get lots of tips—some good, some shaky. Practically everyone gets, and oftentimes uses, tips on how to invest, restaurants to dine, and places to shop. A tip, of course, is only an opinion. Most of us have been disappointed with tips. But good preparation goes far beyond informal “tips.” Good preparation often requires a good coach who teaches you actionable strategies based on thoughtful analysis of tried and tested practices in getting school leadership jobs.

A good coach or mentor gives you feedback on your interviews and assists you in closing the deal and negotiating your contract. The difference between a coach and a mentor is that coaches are experienced professionals, while mentors are well-intentioned friends and colleagues whose experiences and insights may be limited. Like any good service, you should not expect coaching to come free of charge; however, the cost of coaching is much more modest than you think. Getting a good leadership job is a lifetime gain that requires a modest short-term investment. But remember: the best investment you can ever make is in yourself. All of these “investments” increase your chances of winning that position. In some respects, it is a game of probability. All things being equal, my experience has taught me that the best prepared candidate has the best chance of landing that job.

         If you are serious about your future as a leader, then getting job coaching is a great investment. If you are not getting interviews, consider seeking feedback on your resume from someone who has done hiring. The purpose of your resume and cover letter is to get you an interview. If you happen to be getting interviews but are not moving along to the next step in the process, then you need help in interviewing strategies.

        You should feel comfortable in relating to a coach and sharing your life story, your strengths and self-perceived insecurities. A good coach will help you craft your message, teach you strategies, help build your self-confidence, give you model responses, role-play both sides of the table with you, and offer honest and constructive feedback. Coaching is, pure and simple, a vital critical investment you can make in yourself.