Didn't Get The Job? Here's What You Need To Do...

Popular Didn't Get The Job? Here's What You Need To Do... Ariella Coombs Jenna Arcand January 19, 2022 {"adCodes": [{"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "display": false, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "order": 0, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e "}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "display": false, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "order": 1, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e "}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "display": false, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e ", "order": 2, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e "}, {"desktop": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "display": false, "mobile": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e", "order": 3, "tablet": "\u003cdiv class=\u0027rblad-wit_content\u0027\u003e\u003c/div\u003e"}], "adsOrder": [2]}

Didn’t get the job? Rejection isn’t easy, but it’s important to leverage the progress you’ve already made with this company. In fact, this is a great opportunity for you to build a professional relationship with the hiring manager and keep things moving forward in the event another opportunity arises.

You want this person to be your advocate in the event another role opens up. Even though you didn’t get the job, you should take steps to keep moving forward. You want to use this opportunity to reinforce that you’re still interested in working for the company and that you’re willing to work toward becoming a better fit.

Here are some things you need to do if you didn't get the job:

1. Send Thanks

Even if you didn’t get the job, it’s important to thank the people who took the time to talk with you, interview you, and help you get that far in the process. They will respect you for it and appreciate the gesture. Not only that, but sending a brief thank you note after getting rejected from a job will allow you to stand out, and it will help you further your professional relationships within the company.

2. Be Understanding

Hiring isn’t easy, and rejecting people isn’t a piece of cake either. Let this person know that you understand the decision and thank them for considering you for the role. Who knows, if this person doesn’t work out, they might call you up and bring you in since you’re a “warm lead” for the role. Or, they might have a different opening they feel you might be a better fit for. That’s why it’s important to be thankful, positive, and supportive, even though you didn’t receive the offer. The truth is, you just never know what will happen!

3. Briefly Reinforce WHY You’re So Passionate About Working For This Company

If they know you’re deeply passionate about what they do, they’ll know you’re in it for more than just the money and that, if hired, you have the potential to stay at the company for a while. That’s why it’s important to reinforce why you feel so strongly about working for this particular company. So, share your “connection story” with the company, showcase a shared belief you have with the company, or share a personal experience that taught you the value of what that company does.

4. Seek Advice

Make it easy for this person to help you by asking the right questions. Remember, they’ve already gotten to know you, they know you want to work there, and they know you’re willing to do whatever it takes to get the opportunity. You’re a “warm lead” at this point, so you want to make it as easy as possible for them to choose you over someone else. Ask questions like...

• “How can I be a better fit for opportunities like this one?”
• “What do I need in order to earn opportunities like this one at your company?”

If you can find out what you need to do in order to “check off” all of the boxes, then you’ll make your candidacy more attractive in the event another opportunity opens up.

5. Take Steps To Move The Relationship Forward And Ask How You Can Keep In Touch

In order to keep this relationship moving forward, you need to ask for it. Being proactive in this situation is critical. Otherwise, your future with the company might be left up to someone else, which is a risky chance to take. Make sure you ask to stay in touch. For example, you could say something like…

“What’s the best way for me to stay in touch with you? I want to be proactive and stay on your radar for future opportunities. I really want to work for your company but I want to earn my place there.”

They’ll appreciate your proactiveness and your willingness to take ownership of the process—on their terms. It will also give you clear next steps on how you should keep this relationship moving forward.

So, remember: even if you didn’t get the job today, there’s still an opportunity to get the job tomorrow. “No, not today” doesn’t mean “no, not ever.” Leverage the progress you’ve made with this company and keep working your stuff!

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This article was originally published at an earlier date.

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My grandparents owned a two-story walkup in Brooklyn, New York. When I was a child, my cousins and I would take turns asking each other questions, Trivial Pursuit style. If we got the question correct, we moved up one step on the staircase. If we got the question wrong, we moved down one step. The winner was the person who reached the top landing first. While we each enjoyed serving as the “master of ceremonies on 69th Street,” peppering each other with rapid-fire questions, I enjoyed the role of maestro the most of all my cousins. I suppose I was destined to be an educator.

I think some of us, like me, go into teaching because a part of us likes being that helper who is also the center of attention, the sage. This is how we get our fix. However, what I did not realize when I first became a teacher, but understand now, is that it is not about how much knowledge I have as a teacher but how well I can help others not only process and retain information but also develop their own intellectual curiosity.

If the goal of schooling is for every student to learn, these would be the 10 facts about teaching that I would want every teacher to know as they embark on their professional journey:

1. Every Classroom Should Belong To The Students Within It

Less teacher and more student. In my consulting practice, I like to joke with teachers that they should come to school tired from planning and students should leave school tired from thinking/doing. Within lesson plans, the teacher should consider how they will engage students individually and collectively in peer-to-peer discussion. Plan out rigorous guiding questions to anchor these student discussions. As teachers, ask yourself when planning if you must be the one presenting content or if students can learn the same content independently and vis-à-vis their classmates. Instead of presenting the content, spend time curating resources that students will need to analyze the content. Ensure that resources will resonate with students be that by interest and/or cultural background.

2. Be Ready To Pivot Instruction At A Moment's Notice

Meet students where they are in their learning. Use quick checks on understanding during instruction to decide if you should pause to clarify content/vocabulary and eliminate any student misconceptions. Instead, so many of us charge ahead with our lesson plans, despite evidence that students are not retaining information, fearful that we will not “get through” the curriculum, particularly at the middle and high school levels. However, if we speed through content and students remain befuddled what good then was this exercise? Paper and pencil tests, as well as other formal summative assessments, are important indicators of learning but only after the fact. Use checks on understanding during learning when there is still time to affect student learning outcomes. Even when teaching older students and adults, never assume that students “should” know something.

3. Anticipate Student Confusion

Plan for it in advance! When designing lessons, consider everything and/or anything that could go wrong when delivering it. Will students not understand what they are supposed to do? Make sure then to craft a how-to document or anchor chart. Will students bicker when working in pairs or groups? Ensure that you provide students with accountable talking stems. Will some students during group work do all the physical and cognitive heavy lifting and others not? Then, assign each group member an individual role or task. Don’t wait for a student to approach you with their questions and/or concerns. Even adults do not like to “look stupid.” Use checks for understanding and more formal assessments to determine student needs upfront.

4. The Curriculum/Textbook Is Not The Lesson Plan

Your students change every year. So should how you teach. Therefore, you need to create a lesson plan for each lesson every year. This point is related to the second one. While the core content being taught may remain the same from year to year, hence justifying the use of a specific curriculum or textbook over a period of several years, how ready students are in accessing that content will vary from year to year and by student to student. You may need to provide academic scaffolds and supports in any given year (much like the physical scaffolds that support a building while it is being built) to ensure that students not yet ready to meet a learning objective can, ultimately, reach that objective without that learning intention being dumbed down. Conversely, you may have several students within a given year who require additional enrichment.

5. Don't Blame Students For Non-Compliance

If Muhammed won't come to the mountain, then the mountain should go to Muhammed. Making learning relevant to students is important. Draw upon student background knowledge and interests when introducing new concepts. Allow students some choice in how they are to learn a particular concept and/or idea as well as how they demonstrate their knowledge of content and/or skills. Use your scholarship data to determine if certain students are not complying because they might be either bored or frustrated with the content. If a student tells you that they are struggling in learning material a certain way, be open to changing instructional practices to better align with the student’s learning profile.

6. The Primary Role Of A Teacher Is To Be A Mentor To A Human Being

Often, when we start our careers in education, particularly those interested in teaching high school students, we have a narrow concept of what our role is going to be—teacher of social studies, science, math, etc. Granted, too much focus on assessments in math and ELA, particularly, reinforces this concept unnecessarily. Still, philosophically, educators of all content areas and grade levels are in the unprecedented position of having real impact in supporting all aspects of a student’s development. Do you help students develop life skills in critical thinking, self-analysis, collaboration, and communication, for example, while also teaching content? How might students hone their social-emotional skills through the learning activities that you design? While some of our students might pursue careers within the content area we teach, the majority will not. But that does not mean that we don’t have profound impact for good, or bad; this depends on how we make students feel about their learning. I wish I could have a “do-over” with a few students whom I feel I failed.

7. Teaching Is A Team Sport

I would be rich if I had earned even a quarter for each time, as a consultant, I encountered a locked classroom door in an upper school and saw windows looking into classrooms covered over with pieces of paper. Instead, be curious about learning best practices from colleagues. Remember the goal is to help all students learn. This means we need to be consistently considering “how” we teach—the processes through which we ask students to learn and the materials and models for learning that we use. Consider peer walkthroughs, engage in data-informed professional learning communities, involve yourself in a collaborative book study, and participate in looking at student work protocols with your co-teachers. Replicate best practices in your classroom. If the administration has not set up the systems and/or processes to allow for these activities, at a minimum, find an accountability partner/master teacher in whose class you may sit and observe and with whom you can share teaching ideas. If we ask students to be curious and to engage in learning, we, too, need to be models for this practice.

8. Let Students Struggle (A Little)

Yes, you can kill through too much kindness. You can't go vote, attend college with, or join in on job interviews with your students. Don’t create learned helplessness. Students need to think critically for themselves. Don't tell students what to think but pose cognitively deep-guiding questions and set up conditions/discussion protocols to help students develop skills around how to think/metacognition. Ensure that learning tasks are intellectually rigorous, respectful, and make thinking visible. Even elementary students can work independently and collaboratively. Assess what students know and still do not know as they work, and then reengage to address any misconceptions.

9. Stress In Class Is Okay (Sometimes)

As a teacher and trainer of teachers, I often will cold call on people to respond to a question prompt. I also have learners select the next person to answer. I recognize that this raises stress levels. But that is not in itself bad when it comes to teaching and learning. And training adults is not so different from teaching children in this regard. Requiring learner “presence” gives one a truer sense of what is and is not resonating and it provides learner accountability. Growth comes from engagement with ideas, people, and resources in addition to self-reflection and extension of our boundaries.

10. We Are All Literacy Teachers

Reading, writing, and speaking are crucial skills to have if we are to communicate effectively. If students do not understand key vocabulary, text details that support a claim, or even the author’s point of view/inferences, how can they ever realistically learn the specific academic content you are teaching? Know your students’ readiness levels as it pertains to literacy and make accommodations to content, process, and/or student product accordingly.

If you are struggling in increasing student achievement, chances are that you can further hone your current teaching practices in one or more of the above areas. To learn how to do this, please feel free to reach out to me at John Schembari, Ed.D. | LinkedIn!

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