Get Your Teaching Job!

Thursday, December 5, 2013

5 Tips For Getting A #TeachingJob In a Tough Market

Classroom in Fort Christmas

by Tim Wei

The Upper Mid-West is one of the absolute hardest states to find a job in. In fact, many areas in the United States have a surplus of qualified teachers and very, very few open positions to fill.

Why? It's the economy. The manufacturing jobs that were once the staple of the mid-western economy are going bankrupt and/or relocating to other countries, where labor is cheaper. As high-paying jobs leave the state, young people with families leave to areas with stronger economies.    Schools, therefore, need fewer teachers because there are fewer students.

The population in Upper Mid-West isn't growing much (if at all). The economy is dead.  The state is getting less tax money as companies and people leave the state.  And, yet, high-quality teacher colleges still pump out hundreds of candidates each year.  The result:  Lots of excellent teacher candidates in a locations with no available jobs.

This trend isn't unique to the Mid-West. Similar teacher job markets exist throughout the northeastern United States, in places such as Upstate New York, New Jersey, Pennsylvania, and Ohio.

So, if you're in one of these tough job markets, what should you do?  If moving is a possibility for you, you might consider relocating to places with stronger economies.

If moving is not an option for you, you can still get a job; you just have to work REALLY hard to market yourself.  Schools still need SOME new teachers, though certainly not enough to seriously decrease the huge supply.  In order to land a job, you'll have to market yourself so well that you stand out as one of the top 2% of teaching candidates.


1. After you've formally applied for a job through a district's human resources office, send a paper copy of your resume and a letter of interest to the PRINCIPAL of the school you want to work at. HR offices typically forward 10-20% of the candidates to principals and ignore the other 80%. Since principals usually have direct control over hiring, you need to make direct contact with them.  If a principal is impressed with your qualifications, he/she can easily arrange an interview.

2. Teaching jobs advertised in newspapers and on the Internet typically have TONS of candidates applying. Your best bet-- call schools directly and ask if they'll be hiring in the near future. Most jobs aren't advertised heavily (because they already have lots of candidates). The jobs that ARE advertised heavily will have way too many qualified candidates -- which decreases your chance of getting the job. So, use the phone book to find those unadvertised jobs.

3. Be sure your cover letter is so good they won't pass you up.  Have a great introduction sentence that catches their interest. If you're not a great cover letter/resume designer, have it done professionally.  And remember:  while good design can get your cover letter noticed, it comes down to high-quality content and excellent qualifications that will get you an interview.

4. Practice common interview questions beforehand. Typically similar questions are asked at all teacher interviews. If you practice beforehand and think about what you'll say, the questions will seem routine and familiar.

5.  Here's a link to an eBook about getting teaching jobs. It has advice for finding jobs, tips to polish your cover letter and resume, common teacher interview questions and answers, and more.  The eBook has enough solid advice to give you an edge over the other candidates.  It can be downloaded at:

Best of luck to you in your job search!

Tuesday, December 3, 2013

I'll Be Using Drones to Deliver Teaching Jobs by 2020

This post could be subtitled “Show me the Money!”  

You see, I've hired a good number of teachers over the years, and, while I’ve hired some top-notch teachers, I've also been burned a few times (BTW, I consider being burned once “too many”).  

As an educational leader, I need to ensure that all students in my building have access to a great teacher.  Not just good, great.  In the past I’ve relied mainly on responses to interview questions to determine who would be a good teacher.  Sure, I asked for writing samples and examples from class and questions about development and lesson planning and so on.  But I very rarely asked for demonstrations, prototypes, or products.

This hiring season, that’s all going to change.  My new motto is, “Show me the money.”  If you interview with me, you better be able to demonstrate that you have the skills to help students be successful 21st century learners.  I’m no longer interested in answering the question, “Can you teach?”  Anyone with an overhead projector can stand up and ‘teach.’  What I want to know is can you use the latest technology and methodology to facilitate learning, collaboration, problem solving, and creative thinking?

Because we are living in a digital world I don’t want to see this stuff in a three-ring binder with a cute cover.  I want you to use digital tools, the same ones your students will use in class, to demonstrate why I should hire you.  Here’s what I want to see (feel free to comment about anything you want to show me that I left out).

1) Your professional Social Media persona.  

What you don’t have a professional SM presence?  Well why not?  Every teacher and administrator should have, at a minimum, a professional Twitter and Facebook page.  If you have access you should also sign up for Edmodo and may consider Google+ which is growing, especially among professionals.  I want to see how you are interacting with parents and students.  I want to see who is in your personal learning network (PLN) - in other words, who you are learning from.  I want to see how you augment what’s going on in the classroom.  

I do not want to see your personal Facebook page or Twitter stream. Your personal and professional lives should be chronicled on separate pages.  Facebook will not allow you to create two accounts but as a teacher Facebook will allow you to set up Page (formerly Fan Pages or Groups).  All you have to do is click on Create a Page on the login page (highlighted).  The page will automatically be connected to your account.

Creating a page rather than an account will enable you to communicate with students and parents without friending them (I never recommending friending students).  Twitter allows you to have more than one handle so there’s no problem there.

2) Your blog.

I believe everyone should write.  Having a blog forces you to work out and organize your thoughts and ideas.  You can blog about any aspect of your professional life.  If you’re looking for your first teaching gig blog about what you plan to do when you get your own classroom, what you did as a student teacher, or about great teachers.  Write about methodology, pedagogy, or any other ‘ogy’ you can think of.  Write about your challenges and your successes.  Write about anything. Just write.  Wordpress, Blogger, and Edublogs all have excellent and free blogging tools.  My only word of caution with blogging is to keep student information confidential, you don’t want to wind up on the 6 o’clock news because you wrote about Sammy’s bloody nose, bad behavior, or poor test grade.

3) Your digital portfolio.

I also want to see everything else you’ve created on-line, your web projects, your student videos, your animotos, your Vimeos, and even your VoiceThreads but I don’t want to spend the entire interview typing web addresses so make sure you pull everything together into one site.  Sites like, Glogster and will allow you to pull from many web sources that way during the interview I only have to type in one address and you can guide me through your digital life.  

And if you’ll allow me just one more …

4) Your email.

After the interview I may want to email you. That’s why now is the perfect time to set a professional email account.  Call me old school but when I see a candidate’s email address as, “” or “” or even, god forbid, “” it really makes my skin crawl.  As a hiring manager my thoughts immediately jump to whether or not you have the maturity to handle a classroom.  Email is free.  Set up an account with some variant of your name and use that for all professional correspondence.

Good Luck! Feel free to ask any questions or to share your experience in the comments section below.

---Scott A. Ziegler has 20 Years of experience in public education having served as a teacher, school administrator, and district level administrator.  He is life-long learner, lover of all things tech,  devoted husband, father of five, and weekend adventure seeker.  He also practices what he writes and invites you to connect via his blog, Twitter, Facebook (under construction), Linkin, or Flavors.

Thursday, November 28, 2013

7 'Uniquenesses' of the Teaching Profession

Teacher at Chalkboard

Teaching - Seven Uniquenesses of the Teaching Profession

By Graysen Walles

No One Can Do What You Do.

Who can do what you do? The reason a shortage exists in the field of teaching is simply because few can do what you do. The teaching profession is profoundly unique. In some areas of the country, a shortage is impacted by economics; other places are effected by geography and weather. For the most part, metropolitan cities have fewer issues in recruiting teachers than smaller, less populous locations.  Nonetheless, the field of teaching is unique and shortages prove that few have the calling and desire to do what more than 3.1 million public and private educators are already doing. Let's look at some of the reasons teaching is unique and why shortages are common across the country, specifically in specialized subject areas such as science, math, and special education.

There are seven ways in which teachers/educators are unique professionals:

First, we've already established the fact that teachers embrace the field of education as a calling not as a job. Let's face it, teaching is a very complex and demanding career that requires teachers to be managers of people, analyzers of data, and researchers of best practices and instructional methodologies-and these skills are utilized each day. In any other major profession that required the same unique qualifications, teachers would make significantly more money. Undoubtedly, the salaries for teachers must be reexamined and adjusted to reflect the uniqueness of the profession and provide balanced scales for all teachers, whether they work in a big city or a small town or country hamlet.

Second, teachers are also unique because the profession is now driven by so much data. Teachers must now be statisticians and researchers, fully accountable in some form or fashion for managing data in the areas of assessment, attendance, graduation rates, discipline percentages, and gifted and special education progress. The administrative responsibilities of the teacher have definitely increased, but the resources necessary to make the management of these duties efficient are minimal. The new demand for data is needed, and critical to enhancing results, but resources are likewise needed to help teachers be effective and efficient in collecting, examining, and utilizing the data.

Third, teachers are required to be learning and behavioral specialists and to be able to apply differentiated instruction. Differentiated instruction is a newly celebrated philosophy, and a mandate for all teachers, that requires teachers to find effective teaching strategies that will meet the needs of students with different learning styles, all in the same classroom at the same time. Teachers must, then, be competent and active in enlisting the unique resources and skills necessary to meet the needs of kinesthetic, visual, and auditory learning styles. Additionally, the special challenges of addressing emotional behavioral disorders, learning disabilities, and attention deficit problems-all in the same classroom-broaden the gap between teachers and managers. Today's teachers are practitioners, researchers, and change agents; but, none of these unique skills are recognized or rewarded.

Fourth, continuing on the same theme, teachers must work with every child, despite the challenges of that child. In nearly every other profession, management is able to pick out the bad product or the poor employee so that productivity and quality can be increased. Educators do not have that same luxury. Instead, public education demands that every child be given the resources and opportunity to succeed. This includes those students who truly want to learn and will become good "products" and those students who get energized from wreaking havoc and chaos in school by fighting, dealing drugs, taking part in gang activity, or constantly disrupting classes.

Instead of weeding out the bad students, educators are required to manage all situations, to provide alternatives to parents, and to somehow effectively guide troubled students through the educational process. And teachers realize that they must do so, regardless of social and economic situations and, in some cases, the lack of positive parental guidance that might influence the behavior of the student. What becomes most frustrating is recognizing that, if these challenging students refuse the positive alternatives, they may end up dead, in jail, or in a hospital or wallowing in a continuing cycle of poverty. No one gets into teaching to celebrate such a potential loss of lives and potential. Teachers get into the business to change and enhance lives-uniquely, and one by one, as needed.

Fifth, teachers are unique because the line of accountability in education has many levels and tangents. This accountability is not necessarily a bad thing, but it has added to the complexity of teaching. In one way or another, teachers are impacted by the federal government, a state department of education, the local school district, and administration at their school. What does this mean for teachers? It means that the results of classroom practices go far beyond the classroom, students, parents, and principals. I can't name another career field that has as many accountability variables and levels as does the field of public education. As a teacher-educator, be aware that your individual results in the classroom are data and will be analyzed as data and that those results will be evaluated in ways that are unique to the field of education. Your successes or failures in the classroom, as reflected in the data, will impact your longevity in the field of education.

Sixth, educators are unique in that no other professional group manages so many people and is so responsible for individual progress. Teachers work with up to one hundred and eighty students or more each day and are required to ensure that each of those students succeeds academically. Young people, from the ages of four to twenty, are instructed, counseled, directed, nurtured, motivated, inspired, and coached by teachers-a cycle that continues until high school graduation, in best-case scenarios.

You may be surprised to know that children spend more time at school than they do awake at home and that children are influenced by more adults in school than in any other social circle. That makes the public school system the single most influential force on children-more so even than church. Teaching, then, is a unique career that is faced with high liability and tremendous responsibility-because real lives are dependent on competent and professional adults. These demands are tremendous, and very few people can meet them successfully.

Lastly, teaching is unique because it is the only profession where the federal government has mandated absolute perfection. Specifically, the No Child Left Behind Act requires that all children-that's 100 percent-reach proficiency on state level assessments. Between the lines, this legislation essentially requires teachers to provide effective and rigorous instruction, which will hopefully translate into providing the necessary skills and information sets so that students can be literate and competent.   However, the mandate that all students be made to pass assessments is largely unrealistic because of unforeseen and calculable variables that prohibit the attainment of such a goal. Yes, the goal is lofty, but it is worthy. The expectation that teachers teach is warranted. At the end of the day, we all know that students must be able to think and apply their knowledge in real life. After all, primary and secondary schooling is a training ground with the ultimate goal of preparing young people to successfully navigate college, a profession, and the world of adults. But the attainment of such an idealistic goal as what is outlined in No Child Left Behind creates an all-consuming stress that has hurt and will continue to hurt the teaching profession if not taken in stride.

As this federal policy stands, I expect it to cause numerous educators to leave the profession-not one scientist or researcher would ever purport to achieve 100 percent accuracy on any research or experiment due to variables. Even 99.9 percent acknowledges the influence of some variables, even if it is only 0.1 percent. Yet, in the world of education, teachers must live with and comply to that unrealistic federal mandate or find a new line of business, which could be extremely detrimental to hundreds of districts across the country.

So, yes, teaching is unique, and it requires educators to be multi-faceted and multi-talented. It is my strong belief that very few professions demand what is required of teachers in the public sector. The demands are not necessarily bad, but they are indications of the complex nature of the teaching profession. Those who are cut out for this unique profession are called, often naturally skilled or highly and thoroughly trained, and committed to success. And, no, not everyone is cut out for a career in the most challenging occupation on the planet. It also requires an awareness of self. And, it is not for the weary. No, not everyone can do what teachers do. Join the movement - The Teachers Movement and make a difference.

Dr. Graysen Walles
Author, Reasons to Keep Teaching: The Greatest Career on the Planet

Article Source: Teaching - Seven Uniquenesses of the Teaching Profession

Tuesday, November 26, 2013

Inside Information: 16 Interview Tips for Principals


Today I'm giving readers a little bit of insider information in the form of a post I wrote on my blog for principals SchoolSZ.  Use this information to learn how principals grade candidates through the entire hiring process.  

Feel free to ask questions in the comments section below.


The hiring season will soon be upon the education world.  Here are a few quick reminders about interviewing, selection, and hiring for school administrators.

Before the Interview

1.    Review the job description and other information to determine the education, qualities, skills, etc., the successful candidate should have

2.    Use various search criteria and a rubric to select applicant to interview

3.    Assemble a diverse interview panel of at least three employees to conduct the interviews

4.    Create a list of questions pertaining to job duties (use your job description to write questions) and qualifications to ask each candidate

5.    Review their roles with panel members as well as topics (see below) to avoid

Conducting the Interview

6.    Allow a sufficient amount of time to conduct the interview

7.    Only ask questions determined ahead of time and reasonable follow-up questions

8.    Let the candidate do most of the talking

9.    As soon as possible after the interview, panel members should score the interviews or use whatever other evaluation method has been chosen

After the Interview

10. Check references

11. Have a non-panel member review social media sites and report back with information relevant (this person should redact any 'protected' information)to the selection process (Do not ‘friend’ job candidates) ((Checking SM sites an optional but growing practice)

(12 -14 vary by district - this process reflects the practice in mine)

12. Choose the desired candidate and report the selection to your Staffing Specialist

13. Do not offer the job to anyone or even tell someone she/he will be receiving an offer

14. Only HR can offer a job to a candidate

15. Send a letter to interviewees not selected

16. Maintain information relating to the interviewing and selection process for three years

Protected Categories




•Gender (includes pregnancy)


•National Origin

•Marital Status


 *Special thanks to colleagues Carol S. and Valarie W.  who co-presented on this topic with me.  I must admit that I stole some of their ideas.

Thursday, November 21, 2013

Why Every Teacher Needs a LinkedIn Profile

LinkedIn pen

LinkedIn is critical to every teacher’s job search. Here’s a story that explains an important reason why. 

One of the confessions I make in the book is that I actively look at teachers’ social media profiles when deciding if I should refer teachers to a client. Some readers have been taken aback by this. I get it, but I’ve hired enough crazy people to know it’s in my best interest to have a complete set of facts about someone before a final hiring decision is made.
Successful job seekers understand that recruiters’ increased use of social media is not a negative development, but a new tool they now have in their arsenal, something else they can use to help them stand out from their peers. Rather than hide every fact about yourself from Google and lock down your social media profiles, embrace this as a tool to help you increase the odds of a successful job search.
Even if you’re not convinced social media will help you get a teaching job, a LinkedIn profile can help saveyour job search. Here’s a story that proves just that.
Recently, one of my principals performed a reference check on a teacher she wanted to hire by calling a previous school the teacher had worked at. Standard stuff. But… it was the summer and regular staff were on vacation… and the building was being used for multiple purposes, including tutoring programs and camp… and so when my principal called, she spoke to a temporary worker who didn’t identify herself as such. That person, confused by my principal’s question, replied that she was mistaken- there was absolutely no record of employment for that teacher.
The principal panicked and called to tell me she wanted to rescind the job offer for this teacher on the spot. 
After 13 years of recruiting, I’ve seen it all, but I had talked to this teacher extensively and honestly didn’t believe she was the sketchy type who would lie about her employment. I couldn’t get her on the phone and went to find online proof that this teacher was the rock star I believed so I could get the principal back in her corner while we sorted the mess out. But… there was nothing.
No LinkedIn profile.
No mention of this person on Google working at the school.
How was that possible in 2013?
I also panicked and immediately reopened the search for the position.
In the end, everything worked out for the teacher and her new school. We tracked down her previous principal enjoying his summer vacation on a tropical island to confirm the teacher’s reference and she got the job. But her lack of online presence made us mistrust her for 2 days and frankly, if we had found another teacher in those 48 hours, she would have been screwed.
Here are two takeaways from this story for you and why your online presence, especially your LinkedIn profile, matters for you as a teacher.
Lesson: Even if recruiters aren’t (yet) knocking your door down based on your online portfolio and LinkedIn profile, use them to build your professional reputation and establish legitimacy. Regardless of where you worked before, you never know who will answer the phone at your previous employer after you leave. You also never know when you might need or want to execute a job search and having your tools ready to go speeds the process up.
Action: Set up a LinkedIn profile. A LinkedIn profile is very easy to set up and will be one of the first Google search results that appears if someone searches for you. Finding a LinkedIn profile that backs up everything you’ve told a principal or recruiter about your work history eliminates panic and creates trust.
A complete LinkedIn profile has the following components.
  • Your industry and location
  • An up-to-date current position (with a description)
  • Two past positions
  • Your education
  • Your skills (minimum of 3)
  • A profile photo
  • At least 50 connections
The K-12 education industry is changing and more recruiters and principals are going to take to LinkedIn as a primary tool for recruiting, just like other industries. I am just one of many paving the way. Get ahead of the curve and reap the results.
This post originally appeared on Confessions of A Teacher Recruiter by Tracy Brisson and appears here under a Creative Commons License.   

Chapter 6 of Confessions of a Teacher Recruiter: How to Create an Extraordinary Resume and Hook Your Dream Job includes more advice on social media and how it can enhance or hinder your teacher job search. Get your copy today.

Tuesday, November 19, 2013

Teacher Interviews: Common Sense and Professional Advice

Teachers having fun!

This is the culmination of several years of hard work.  You've finished college.  You're done with your student teaching and you've passed all of your teacher certification examinations.  The applications, resumes, and cover letters have been sent out to every local school district.

All you can do now is sit around the house and wait for the phone to ring, right?  Wrong!  You should be preparing for your interview!

I've been to the interview table several times as a candidate and many more times as an interviewer.  If there are any tricks, secrets, or shortcuts to success in the interviewing process, I haven't discovered them.  My only sound advice for candidates is to come to the interview prepared. 

You should have your teaching portfolio in-hand and you should be ready to talk about anything and everything that relates to you, your background, and your philosophies on education.  The best candidates know how to teach, they know how to articulate their teaching beliefs, and most of the time, they already know what types of questions will be asked before the interview even begins.

It's easy for an interviewer to spot an unprepared candidate.  Candidates who have not practiced basic interview questions beforehand are unnaturally nervous.  They shift in their seats more.  They begin most answers with the word, "uhhhhh."  There are long pauses while interviewers wait for the candidate to process the question and think up an answer.  They get confused by basic educational jargon that they learned in college. 

Almost every teaching interview includes similar, common questions.  In order to be a prepared candidate, all you have to do is practice answering the most common questions before you go to the interview.  (See the practice interview questions chapter in my book to review the 50 most commonly asked questions.)  If you prepare beforehand, the interview questions will seem routine and familiar.  There are no tricks or shortcuts; if you do your homework you will perform well. 

Body language can show whether you're a confident, qualified teacher or an unsure one.  At the interview, be confident, but not cocky.  Smile when you walk in.  Greet the people interviewing you with a smile and a nod.  Firmly shake the hand of the principal and other interviewers that are within easy reach.  When you take your seat, sit up straight with your feet on the floor and your hands in a relaxed position on the desk.

Have a mild sense of humor.  Prepare to make some humorous small talk when you are greeted.  For example, if a principal shakes your hand and asks how you are, it's okay to say, "A nervous wreck!"  A whimsical introduction can break the ice.  Be sure your sense of humor is clean and appropriate for an interview.

Have a teaching portfolio ready.  Your portfolio should contain extra copies of your resume, a copy of your teaching certificate, sample lesson plans, samples of student work, and any other evidence that shows you are a qualified candidate for a teaching position.  It should be bound in a neat, professional-looking leather binder.  (See the teaching portfolio chapter in my book for more information.)  Place the portfolio in front of you when you sit down at the interview table. 

Usually, the people interviewing you will not ask to see your portfolio.  They do, however, expect you to have it on-hand.  Don't wait for anyone to mention the portfolio.  Instead, you should use it as a tool to describe your teaching experiences.  For example, if you are asked to describe a lesson that involves teaching writing, you might say, "Yes, I can show you!  I have a sample of student work that shows how I teach the writing process."

The first question at almost every interview will be: "Tell us about yourself."  You should already know what you're going to say.  Keep your answer reasonably brief.  You can talk about the college you attended and provide an overview of your teaching experience.

Always be positive.  Try not to say, "I don't know."  Avoid saying, "I'm not really good at..."  Don't say, "That's one of my weak points."  Always tell the truth, but you don't want to suggest that you're not a confident, successful, qualified teacher.  If you honestly don't know the answer to a question, you might ask the interviewer to restate it in a different way, or you might want to give the best answer you can based on your knowledge and experiences.

Use lots of examples when you answer questions.  When they ask how you would do something, tell them how you have already done it.  This will make you seem more experienced.  For example, if an interviewer asks, "How would you you use creative problem-solving in your lessons?"  You might answer with, "When I was student teaching, I did a great creative problem-solving lesson when..."  When you use specific examples, you're convincing the interviewers that you're more than just hypothetical talk.

The final question of your interview will most likely be, "Do you have any questions for us?"  Be prepared with a thoughtful question ahead of time.  While this is probably not the most important question of the interview, it is your last chance to leave a positive impression.  Rather than answering with, "Not really," you should ask something philosophical or complimentary.  You might ask the interviewer why they are proud of their school or what the people you'll be working with are like.  Since your interviewers will probably be meeting with lots of candidates, you should use the opportunity to ask a question and make yourself stand out.  And, think about it: You've been on the hot seat answering their questions for 45 minutes.  You've earned the right to turn the table, even if it is just for a moment.

When you leave, the interviewers will, of course, be talking about you.  They'll be filling out little forms rating your experience, qualifications, communication skills, and personality.  At the end of the day, they will have about a dozen of these forms sitting on the desk.  They'll look through them all and the chosen candidates will be the ones who were the most memorable, most qualified, and most prepared for the meeting.  With some time and effort, that candidate can be you.

About the Author

Tim Wei is the author of Guide to Getting the Teaching Job You Want!  It's an eBook that describes everything you need to know about finding teaching jobs, the teaching interview process, common teacher interview questions and answers, building a teaching portfolio, resume and cover letter information, and lots more!  Visit Tim's Website.

Friday, November 8, 2013

The Teacher Interview Process - How to Stand Out

The Teacher Interview Process – How to Stand Out

By Candace Davies, Global Career Management Professional, Creator of ‘A+ Resumes for Teachers'& Author of ‘Teachers’ Interview Edge’

The teaching interviewing process consists of several different steps. You have your initial, mandatory steps that include showing up to the actual interview and handing in a resume. Then you have the extra steps that a lot of people overlook, because they either do not know it is important or they don’t know how to go them. These extras can count in your favor and may just help you land a teaching job – they will separate you from the rest of the applicants.

The very first thing you have to take care of is your teacher resume. Make sure your resume is organized and up to date. Many hiring professionals like to look at a resume in chronological order, starting from your most recent employment, and then they work their way down. Focus on what you have been doing in the past few years and work within a time frame of around ten years. If you are a career changer moving from the business world to teaching you must uncover relevant skills and accomplishments to showcase your skills.

Once you have your resume in order, you have to outline your cover letter. As soon as you have found a format to follow, it will be easy to modify it to suit each job you apply for, and will overall; this will save you a lot of time as well as hassle. Your cover letter ought to be professional, with a brief description of why you are a good candidate for the job and the skills you possess to be successful. Limit this to 2 paragraphs, as this is just intended to be a brief summary introducing your potential employer to yourself and your resume. Remember, you can alter your career goals and objective to fit the job you are applying for.

When you get a phone call scheduling a date for an interview, make sure you research the company before you go. Undertaking research about the company, allows you to walk into the interview room with a bit more confidence, knowing you will ask intelligent questions and give meaningful answers. By asking informed questions, you are showing your interviewer that you are a serious candidate for the job. If you feel like you are a little weaker than you should be in some skills, then work on them in order to communicate your commitment to the company. Having a positive attitude will show during an interview; and sometimes a committed, positive candidate will be chosen over someone with better skills. Attitude goes a long way.

Once you are through with the interview, a good way to remind your potential employer of yourself, in good taste, would be a thank you letter. As with the cover letter, you ought to keep a thank you letter for your resume brief. Thank everyone involved for taking the time to give you a chance and remind them of your available skill sets for the job that you feel makes you a perfect candidate. A customized thank you letter looks professional and lets your employer know that you are aware of proper protocol.

The interview process is not only about the skills you have to offer, but also about what kind of personality you will be showing up to work with everyday. Taking the right extra steps at the right time, as with a simple thank you letter, will send a positive message and demonstrates that you are serious about your career and serious about the company you are applying to work for.

Find out more exciting interview tips and know-how from an industry professional! It can make all the difference to landing that dream job…