How Musicians Can Grow Their Audience with Storytelling and Consistency

June 15, 2026 paulkfoxLeave a comment

Guest Blog by Ed Carter

This month’s guest author’s submission is about creating, posting, and marketing digital music, something totally unfamiliar to me. However, Ed Carter’s focus on “storytelling” resonates in other fields. In past blog posts by yours truly, we have explored its application to the job interview process and provided strategies for prospective music educators to develop a consistent brand, marketing plan, and networking techniques for “selling” themselves (example here). Thanks Ed for your insights! PKF

Independent musicians building a career from their bedroom, rehearsal space, or local circuit often hit the same wall: the music is strong, but online presence growth feels random and exhausting. Posts disappear fast, algorithms feel fickle, and audience engagement challenges can make even consistent artists question their musician branding. Digital music marketing isn’t about being louder, it’s about being clearer and more repeatable so fans know what to connect with and come back for. With the right foundation, momentum stops depending on luck.

Understanding What “Consistent Storytelling” Really Means

The goal isn’t to post more. It’s to build a repeatable system that blends content consistency, simple storytelling, platform signals, and real fan interaction so your choices match how people actually follow artists. At the center is content consistency means your posts give a coherent impression, so new listeners instantly recognize what you’re about. Storytelling adds the human thread, and engagement turns casual scrollers into people who reply, save, and return.

This matters because guessing drains time and makes your growth feel like a slot machine. When your themes, formats, and cues stay steady, the algorithm and your audience both know what to do with your work. Think of it like a setlist. You keep a reliable structure, then rotate songs and stories to fit the room. With that framework, on-brand visuals become the fastest way to stay consistent.

Create Scroll-Stopping Visuals That Make Your Sound Look Like a World

Once your story is consistent, your visuals can do the heavy lifting of getting someone to stop and actually enter it. An AI art generator can help you turn the vibe of a song into bold, unexpected imagery that stands out in a crowded feed, think striking color palettes, surreal scenes, or character-driven art that makes people curious enough to tap, listen, and comment. Unique visuals don’t just look cool; they signal that your music has a point of view, which is exactly what earns attention across platforms. The real win comes from experimenting: try different styles, moods, and motifs until patterns emerge, and you’ll start to uncover a signature social aesthetic that fans recognize at a glance.

Capture → Tell → Schedule → Engage → Adjust

This workflow turns your song story into a repeatable audience building rhythm, so you are not reinventing your promo every time you post. It also keeps consistency from feeling like a grind by separating creative work, planning, and community time.

Stage	Action	Goal
Capture	Note lyrics, themes, and one listener takeaway.	A clear story hook for every post.
Tell	Write 3 micro-stories: origin, meaning, and behind-the-scenes moment.	Multiple angles from one song narrative.
Schedule	Match each angle to one platform and posting day.	Consistent visibility without daily scrambling.
Publish	Post with one simple prompt question.	Invite comments, saves, and shares.
Engage	Reply in batches, then pin one strong fan comment.	Turn interaction into belonging and momentum.
Adjust	Review what resonated and reuse winning formats next week.	Compounding growth through small iterations.

A useful guide involves calming, feeling, thinking, doing, and reflecting, which mirrors how fans move from attention to connection to action. When you cycle through these stages weekly, storytelling stays coherent, and your consistency becomes predictable in a good way.

Weekly Habits for Story-Driven, Consistent Growth

Habits matter because they make your storytelling feel natural instead of forced, and they protect your time when life gets busy. When you repeat a few simple practices, your audience learns what to expect and you gain confidence showing up consistently.

The Two-Minute Story Capture

What it is: Jot one moment, emotion, and takeaway right after writing or practicing.
How often: Daily
Why it helps: You always have raw material for posts, even on low-energy days.

The Early-Start Content Buffer

What it is: Spread out the working process by drafting posts before release week.
How often: Weekly
Why it helps: A buffer reduces stress and prevents last-minute, rushed promo.

Three-Part Story Rotation

What it is: Rotate origin, meaning, and behind-the-scenes as your repeating content pillars.
How often: Weekly
Why it helps: One song fuels multiple posts without feeling repetitive.

One Clear Conversation Prompt

What it is: End each post with a simple question fans can answer in one sentence.
How often: Every post
Why it helps: More replies signal connection and keep your comments section alive.

Batch Reply and Pin

What it is: Respond in two short windows, then pin one thoughtful fan comment.
How often: Twice weekly
Why it helps: You build belonging without being online all day.

Build a Steady Audience with Story, Presence, and Routine

It’s easy to feel stuck when great music meets an inconsistent posting schedule and a scattered online footprint. The way through is simpler than it sounds: lean on storytelling and consistency, anchored by a clear digital presence summary that makes it easy for new listeners to find, trust, and follow. When that rhythm holds, empowering musicians online stops being a slogan and starts becoming a reliable process for consistent audience growth and real connection. Consistency turns attention into trust, and trust turns listeners into fans. Choose one repeatable growth strategy for the next 7 days, one small story you can share the same way each day, and let it run. That kind of steady momentum builds resilience, confidence, and a healthier creative life long after the algorithm shifts.

Engaging Retiring/Retired Educators

October 1, 2025October 1, 2025 paulkfoxLeave a comment

Ask not what NAfME or your state MEA can do for you, but what YOU, a retiree, can do for your professional association and music education.
– An adaptation of the famous excerpt from the 35th U.S. President John F. Kennedy’s inaugural address of January 20, 1961.

Surfing the ‘Net, I found an appropriate acronym for R.E.T.I.R.E. by Tangled Tulip Designs in pinterest – Relax, Entertain, Travel, Indulge, Read and Enjoy! Most retirees would probably agree! The cessation of full-time employment may offer a great release from the day-to-day stress and drudgery of the job and the freedom to venture out, self-reinvent, make future goals, nurture relationships, and explore new personal growth opportunities.

Many attribute embracing a career in music education as “a calling” as opposed to just a form of employment or livelihood. From my experience, I have witnessed that most music educators are passionate for the cause of fostering creative self-expression in their students, more of a 24/7 mission, bringing intense focus and dedication to their lifework.

More to the point: Do we ever truly retire from making music ourselves and fostering this love in others?

THE “WHY!” Retirees matter and are critically needed!

One of my favorite inspirational speakers (Simon Sinek) would say, “start with the WHY!” WHY is this discussion on professional engagement of retired educators so important today?

Their need: An informal poll of my former local educators and administrators revealed that half of them “hate retirement!” According to Dr. Robert P. Delamontagne in his book Retiring Mind (Fairview Imprints), “50% of retirees will suffer some form of acute emotional distress. This is potentially a very large problem given the fact that 10,000 people are becoming eligible for Social Security every day for the next 20 years in the US alone.” Remember this statistic the next time a senior citizen cuts you off on the road or bangs a shopping cart into your leg at the checkout!
Our need: We are facing shortages of qualified teaching candidates across the country with unfilled openings in public school music positions and the critical need of training/mentoring the new hires.
Society’s need: All of our voices should be combined to support the advocacy of music education, actively promoting access to school music by sharing its academic and social benefits with decision-makers, building relationships with administrators and policymakers, and utilizing resources from organizations like NAfME and the NAMM Foundation.

Despite its proven benefits, music education is often the first program to face budget cuts in schools. This is especially concerning in underserved communities, where access to music programs can be life-changing. Now more than ever, we must advocate for music education to ensure that every child has the opportunity to experience its benefits. Investing in music education is an investment in the future of our communities — helping to cultivate the next generation of creative, resilient, and innovative leaders.
– “Why Music Education Matters More Now Than Ever” by Music Will, February 2025

For eleven years (and counting), I serve as the Pennsylvania Music Educators Association (PMEA) Retired Member State Coordinator, as well as the Past State Chair (current member) of the PMEA Council for Teacher Training, Recruitment and Retention. I believe my responsibility to the state association is two-fold:

Assist soon-to-retire professionals in achieving a smooth transition to a happy and satisfying retirement; to help them cope with the commonly-experienced emotional ups-and-downs of this life passage, wrestling with the question “what do you want to be or do when you grow up?” and making new life lesson plans and personal goals.
Reach out to and build meaningful connections with retirees in order to fully engage them towards becoming active in their professional association; to recount, represent, and revitalize the activities of our post full-time employed music educators.

This article proposes a roadmap of crucial pathways to help music teachers approach “retirement bliss” while tapping into their hard-earned knowledge, strengths, and experiences by cultivating the benefits of their renewed participation in our professional associations.

What can NAfME and State MEAs offer retirees?

You have devoted your entire life to inspiring the development of personal artistry and “ah-ha” musical moments in others. Now it is your turn to reap the benefits (and privileges) of this commitment to the profession. NAfME and your MEAs can provide the resources and motivation of “sharing and caring,” directing retirees “places to go, people to meet, and things to do” for fulfilling that “next chapter” or (perhaps better terms) the “refirement” or “rewirement” of senior living.

Do you feel “needed” and know you “make a difference?” Research has shown that the one of the most important motivators for involvement in a professional association is that its members recognize that they are essential to its success. This quote is from Revitalizing Retirement: Reshaping Your Identity, Relationships, and Purpose by Nancy Schlossberg, attributed to Rosenberg/McCullough:

“It has been suggested that one problem of retirement is that one no longer matters; others no longer depend on us… The reward of retirement, involving a surcease from labor, can be the punishment of not mattering. Existence loses its point and savor when one no longer makes a difference.”

Most people who are one to five years away from “pulling their pin” and putting in their walking papers “do not know what they do not know.” Experts agree: “Retirement preparation is not only about the money!” Our silver-haired colleagues who have already Crossed the Rubicon and are now “living the dream” in retirement can share their trials, tribulations, and (more importantly) numerous success stories about coping with this transition!

NAfME, PMEA and this paulfox.blog/for-retirees site have archived an exhaustive number of self-help articles. Check out this omnibus NAfME blog “Retirement Prep Top-Ten Treasures.”

The benefits of retired MEA membership are numerous. Besides providing helpful transitioning advice, these advantages also come to mind:

Answers to questions like “What have you always wanted to sing, compose, play, record, conduct, write, publish or present?” and “Where can I share my hard-won expertise and help others in the field?”
Networks and contacts to help you develop “encore careers” in other musical or educational arenas (e.g., higher education, music industry, festival organization, travel/tour planning, composition, guest conducting, private studio teaching, church music, etc.)
Opportunities to “rekindle your expressiveness” by participation in adult community or full/part time performance groups (playing “gigs”)
Places to go/things to see/hear: NAfME/MEA conferences, workshops, and concerts
Exclusive discounts and other benefits (reduced dues and registration fees)

What can retirees offer NAfME and their state MEA?

The relationship of active and retired membership in our MEAs is symbiotic. We know from the history of our associations, “giving back to the profession” remains a high priority with most retirees. This may come in many forms and settings:

Leadership or membership in local, state, or national MEA/NAfME office, staff, advisor, or council/committee position
Advocates for the promotion of music education to local and state government officials
Service as presiding chair or member of the conference or workshop planning committee
Service as evaluator of performance groups, conference sessions, or articles for publication
Judges of local/state MEA adjudication or commercial festival
Accompanists, coaches, arrangers, or guest conductors for festivals or school/community groups
Services to the local music teacher in private teaching, piano playing, marching band charting, sectional coaching, choreography, music technology, instrumental repair, stage tech, etc.
Writers for state MEA and NAfME publications and blog sites
Contributors to online music education forums or the NAfME Connections
Donors to and/or fund-raisers of music education charitable projects, scholarship initiatives, etc.

The PMEA Model of Retired Member Participation

PMEA values the vast wealth of experience and contributions of our retired members. We’re proud of the many programs we offer to retirees and invite you to visit our website to peruse additional information and sample digital newsletters and articles.

Retired members in Pennsylvania are involved in:

PMEA elected and appointed offices, staff, committee chairs, and membership on councils
PMEA Strategic Plan and Bylaws, Conference Planning, and other state/regional committees
Retired Resource Registry* (informal mentoring for new teachers and transfers)
How-to-Retire Webinar, Prepping for Retirement, and the Ultimate Retiree Resource Guide
Retired Member Breakfast at PMEA Annual Conference
Retirement 101 (The Who, What, When, Where, Why, and How) session at PMEA Annual Conference (training for all members retiring or soon-to-retire)
Maintenance of PA Community Band, Chorus, Orchestra, and Theater group catalogs
Maintenance of PMEA member compositions library
Mock Job Interview Committee for music education majors
Coffee & Conversations informal “ask an expert” lounge at PMEA Annual Conference
Volunteering as presiding chairs for sessions and registration aides at conferences/workshops
Pool of conference clinicians, guest lecturers, and members on discussion panels
Participation in “Sponsor a Collegiate to Attend the Conference” campaigns
All-State Program Patron, or contributor to the annual Irene Christman Scholarship or Margaret Bauer Grant programs.

*As of October 1, 2025, there are 61 advisors in the PMEA Retired Resource Registry.*

*During their annual membership registration, PMEA Retired Members may choose to sign-up for the R3 Retired Member Registry (above volunteer categories) to become available to informally offer advice to college music education majors, new hires, transfers, and newcomers to any music specialty. R3 members may handle inquiries like “What warm-up would you recommend for my middle school choir?” OR “Do you have an idea for an elementary string ensemble concert opener?” OR “How do you teach improvisation… steady beat… breath support?”

The other option with more time commitment is that Retired Members can be officially “trained” as a PMEA Mentor and be assigned to specific individuals who request assistance in their early career assignments.

Coda

How can we help?

What is the future of retired music educator professional engagement? In a word: connections!

Last month, I reached out to Elizabeth Welsh Lasko, NAfME Assistant Executive Director for Membership, Organizational Development, and Marketing Communications and “volunteered” OUR assistance. I suggested that, in keeping with the NAfME 2022 Vision Statement – “…an association where all people are heard, seen, and feel they belong throughout their lifelong experiences in music” – we should all intentionally recruit more hands-on involvement of our retirees. I pointed out that in the late 1980s, we had a Music Educators National Conference (MENC) Committee for Retired Members led by a National Chairman who served on the NAfME National Assembly. (An excellent booklet, TIPS: Retirement for Music Educators, Copyright © 1989 MENC, was compiled by A. Verne Wilson, then the Past National Chairman of the MENC Committee for Retired Music Educators.)

Ms. Lasko encouraged me to “reach out to retirees” beginning with this article. At the next NAfME Eastern Division Conference, I plan to hold a meeting of retired members, and also connect with all state MEA retired member coordinators (those states who have them). We’re available and on the move! Let’s collaborate and share our resources!

Finally, just for fun, I recently posted the blog “For Book Lovers – Retired or Not” on NAfME Connections (formerly called Amplify). There are already 1,810 members in the NAfME “Retired Members Community.” Please JOIN US! Using this forum, get in touch with me, and respond with YOUR OWN retirement stories, strategies, perspectives on this “life passage,” and more ideas to grow the professional engagement of our music teacher retirees.

Happy trails!

Storytelling, etc. – Part 2

April 13, 2022April 17, 2022 paulkfox2 Comments

More on Developing Employment Marketing Skills

If you have not read it, as a warm-up, check out our first blog-post: “When It Comes to Getting a Job, ‘S’ is for Successful Storytelling.”

Since posting a plethora of resources on the job search, interview preparation and questions, branding, and networking, we came upon a few more perspectives, tips, and hands-on exercises you can use to “practice – practice – practice” landing gainful employment as a school music teacher – especially on building your capacity to “tell your own story,” who you have become, what unique qualities you bring to the mix, and how/why you have chosen music education as your “calling!”

Probably the most extensive set of links ever compiled on the subject can be downloaded from here:

The Ultimate Interview Primer Download

But, be warned! It may take you days to read and absorb all of these past blog-posts and articles! They represent the ideal prerequisite – knowledge is power! Before going any further, take the afternoon off, find an easy chair, and focus your attention on creating a successful “action plan” for handling your upcoming employment screenings.

The Exercises

In a recent session for the Pennsylvania Music Educators Association Annual Conference in Kalahari/Poconos, we explored the following reflective/interactive activities. These work best in pairs or small groups, but you can adapt/individualize them for self-study:

Close your eyes. Who had the greatest influence on you becoming a music educator? (Do you see his/her face?) What did your “model” musician or music educator have or exhibit… name at least three attractive personality or professional traits he/she had and that you would desire to develop in yourself? WRITE THEM DOWN – LIST #1. In a group setting, share at least one of these with your neighbor. (Swap!)
Now it’s time to turn the attention on YOU. On a separate piece of paper, WRITE DOWN (LIST #2) YOUR three most redeeming qualities, unique professional/personal traits that any employer would be proud to know about you. Again, in a group setting, share at least one of these with your neighbor.
For now, put these lists aside. There are no RIGHT or WRONG answers, but in past interview workshops, these terms often get repeated (for both Lists #1 and #2): Charisma, Creativity, Dedication, Dynamo, Excitement, Expertise, Humor, Intuition, Kindness, Leadership, Musicianship, Problem-Solver, Sensitivity, Tirelessness, Versatility, Virtuosity, and Visionary. On another piece of paper, add 1-3 more of these you may not have originally thought were among your positive attributes – WRITE THEM DOWN ON LIST #3.
According to “The California BTES – Overview of the Ethnographic Study” by David Berliner and William Tikunoff, effective teachers (the ones for whom HR/employers are searching) score high on these skill sets/characteristics: Accepting, Adult Involvement, Attending, Consistency of Message, Conviviality, Cooperation, Student Engagement, Knowledge of Subject, Monitoring Learning, Optimism, Pacing, Promoting Self-Sufficiency, Spontaneity, Structuring. Do a self-assessment and apply these to yourself. WRITE DOWN 3-4 OF THESE ON LIST #4. Pick new ones you have not mentioned in #1 through #3.
Now comes the FUN part. It’s time to generate stories about past experiences you have had that would model these terms. For this exercise, we recommend writing down at least one unique anecdote from each list which would “show not say” your ability, new learning, or achievement. The “plot” of your story should be concise, focused on the one trait, and when told out loud, not take longer than a minute. Instead of “bragging” you are a problem-solver or adaptable, tell that story of how you had to instantly initiate a “plan b” lesson when it was obvious that the students needed more work on a concept you thought they had already mastered. Remember how you handled your first discipline problem or a child in crisis? If you feel you have the qualities of a leader or a team player, share specific examples of your interactions with children in high school, college, field observations/student teaching, church or community groups, volunteer jobs, etc. If you have trouble coming up with these, try to remember the funny or surprising moments, or even the challenging miscues or big boo-boo’s – all okay to share as long as you resolved the situation positively, created a solution that resolved the problem, or learned a new insight or skill to handle future episodes. No one expects perfection from a new teacher, just enthusiasm, professionalism, willingness to self-assess, and commitment to the cause.
Now you should have a library of stories ready to practice on your roommate, friends and fellow collegiates. You cannot bring the scripts with you, so these have to be at your fingertips: memorized, well-rehearsed, short and sweet (and if you can make them humorous, go for it!).
Every week from now through the job search process, add new stories to your collection. Scan your (e-)portfolio for more ideas. These are the criteria used by my former school district (from where I retired) to evaluative prospective candidates. Ideally, you should have anecdotes that cover each area:

My Favorite Rubric

At some point, you are going to have to “face the music” and practice swapping these stories with family members, friends, and/or fellow job seeking students. We’re all in this together! At your next college chapter of NAfME, music education methods class, or student teachers’ wrap-up meeting, try to schedule some “down time” to appoint each other to serve as interviewers/ees. At first, it may not be easy. Using randomly selected questions from the Ultimate Interview Primer above (pull numbers out of a hat), tell a story or two to exemplify your past history, competencies, and professional traits. Your “buddy” (who will be on the hot seat next) could evaluate your performance using the following rubric. Apply the Oreo cookie format (something good first/top cookie, something needing improvement/cream in the center, and end with something positive/bottom cookie) to avoid crushing anyone’s ego. Consider recording your mock interviews for future assessment. Here is a copy of the form with sample questions.

More Odds and Ends on Storytelling

These outside sources focus on the essential skill of storytelling, the whole point of the above exercises. After reading these, you may be able to assemble more meaningful anecdotes that truly model your positive qualities and experiences by telling “short stories” – and “actions do speak louder than words!”

We found this excellent website “How to Effectively Use Storytelling in Interviews” by Bill Baker on “strategic storytelling” that is worth your perusal. It sums up everything above nicely.

On the Media from NYC Public Radio offered an interesting radio show, coincidentally aired during my 5.5 hour drive back from the 2022 PMEA Annual Conference in Kalahari/Poconos. They dove into the geometric shapes of stories… and what they have to do with reporting on the pandemic AND perhaps (my perspective) considerations for telling better narratives (including ups and downs) at job interviews: https://www.wnycstudios.org/podcasts/otm/segments/kurt-vonnegut-and-shape-pandemic2

Even the popular website indeed advises us on interview stories: “10 Storytelling Interview Questions With Sample Answers.” This STAR approach is discussed with specific examples of questions and anecdotes:

Situation: Describe a situation you experienced in the workplace relevant to the question.
Task: Mention a task you had to complete in this situation.
Action: Summarize the actions you took to complete the task.
Result: Discuss the outcome of your actions.

Finally, here are a handful of YouTube videos… just the tip of the iceberg. Remember that iceberg metaphor? The part that you see above the ocean is the performance, the show, the interview, the product… while the mandatory practice, rehearsals, preparations, and planning take up much more space and are almost never seen. ARE YOU READY TO TELL YOUR STORIES?

Tell Me Something About Yourself (career webinar)
Storytelling During Your Interview (career tips)
Telling Stories to Improve Interview Success (TedTalk)
The Hero’s Journey (sales focused)

Enjoy! Now the ball is in YOUR court!

PKF

Becoming a School Music Educator

September 19, 2019May 5, 2020 paulkfoxLeave a comment

[A quick summary, portions reprinted from the April 17, 2019 posting on LinkedIn: https://www.linkedin.com/pulse/becoming-school-music-teacher-paul-fox/]

One of my goals after retiring from 35 years as an educator and administrator in the public schools was to reach-out to college music education majors and offer some tips and techniques for preparing for this honorable career.

I have assembled a library of blog-posts on a variety of topics at my website (https://paulfox.blog/), and invite you to peruse the section “Becoming a Music Educator” at https://paulfox.blog/becoming-a-music-educator/.

If you are a junior or senior in college, assigned to field experiences or student teaching, or a recent graduate or transfer looking for a job or otherwise unemployed, I hope I can help you!

Please review the following categorized outlines of links to articles and other resources.

Student Teaching

First stop: Tips on Student Teaching.

Also check out these past issues of PMEA Collegiate Communique:

“Secrets” for that First Year

Discounted NAfME + PMEA first-year membership: only $90. (If you are a recent college graduate in your first year of teaching, or if you are the spouse of a current or retired NAfME member, contact NAfME at 800-336-3768 or email memberservices@nafme.org) to find out if you qualify for a reduced rate.
PMEA Mentor or other state’s MEA support program for new teachers.
R3 = Retiree Resource Registry for PA music teachers.
PMEA Webinars.
NAfME Academy of numerous videos (only a $20 annual subscription).
Professional development credits just for reading an article in NAfME Music Educators Journal
Model Curriculum Framework (Have to be a PMEA member)
What a deal! PMEA summer conference as little as $30/person. Check out your own state’s MEA discounts and offers for collegiate members and new teachers!
Numerous helpful blog posts from NAfME Music in a Minuet and paulfox.blog.

Everything… Including the Kitchen Sink

Check out the online resources on the PMEA Council for Teacher Training, Recruitment, and Retention website, free/open to all music teachers. Especially take note of the supplemental links on a variety of topics posted here.

Job Seekers

A summary of my re-occurring themes on marketing your professionalism and a few “pet peeves” include the following:

Create a multi-media digital portfolio, video recording excerpts of your memorable solo, chamber, and ensemble performances, teaching experiences, and other opportunities you have had in working with children of all ages. To the interviews, bring both a printed version and jump drive (the latter to leave with the screening committee) of these artifacts and a list of your other activities, awards, accomplishments, mission/vision, transcripts, music education and class management philosophies, recommendations, etc.
Take the time to assemble “the stories of your life, work, and teaching experiences” (both successes and the “glitches” or “snags” along the way which you had to resolve) that demonstrate your competencies, relationships with students, personality traits, acquired skills, problem-solving, and maturity.
Bring to any employment screening your resume, business card, and an e-portfolio referencing a professional website which archives everything in #1 and #2 above.
Avoid one-word responses or short answers to most interview questions. Instead, seek ways to incorporate the anecdotes you have made ready at your fingertips (#1 above) that model those characteristics a prospective employer is seeking in a music teacher.
If you want to be the one “in control” of the possible jobs that may come your way, avoid marketing your skills as a “music specialist” (e.g. band director or elementary music teacher). Most degree programs prepare the students for teaching certification in “Music Grades Pre-K to 12.” If you are looking to expand your opportunities, don’t limit your capabilities or options upfront. You CAN teach all forms and levels of music!
Clean-up and curate your social media sites, treating your Facebook pages as another “personal branding resource.” Experts recommend that “your profile information should reflect integrity and responsibility… You should expand or add content that projects a professional image, shows a friendly, positive personality, demonstrates that you are well-rounded with wide range of interests, and models… great communication skills.” Source: https://paulfox.blog/2019/03/01/collegiates-clean-up-your-social-media/.
How to your get to Carnegie Hall? Practice, practice, practice! How do you ace your interview? Practice, practice, practice! Put yourself through “mock interviews” and record and later assess your “performance.” Sample questions are posted at my blog-site.

Collegiates, welcome to the profession!

“Break a leg” at your employment interviews!

PKF

Photo credits in order from Pixabay.com:

“children-violin-street-instruments” by mochilazocultural or Angel Chavez
“Taiwan-guitar-girl-music-life” by catandway
“clarinet-musical-instrument-woodwind” by Couleur
“trumpet-slide-trumpet” by congerdesign
“big-band-musical-instruments” by KeithJJ
“maestro-conductor-orchestra-music by Mohamed Hassan
“woman-office-teacher” by jsoto
“music-kids-children-play-xylophone” by thedanw
“choir-church-sing-schonbrunn” by intmurr or Peter Markl
“wooden-train-toys-train-first-class” by Couleur.

inteREVIEWING the situation… and jobs

April 24, 2017May 5, 2020 paulkfox1 Comment

Senior Music Education Majors’ Employment Prep

Did you miss your state MEA conference?

Three of the most important recommendations for PCMEA members and other new or prospective music teachers wanting to develop a “personal brand” and presence on the job market are:

Being an active member of your national (NAfME), state (PMEA), and local (college chapter) professional music teacher associations,
Attending every possible music education meeting, workshop and conference, and
Reading everything you can get your hands on from the first two resources above, modeling well-practiced habits of professionalism and networking skills, and getting yourself focused, organized, and prepared for the upcoming interviews.

That’s how you will get land your first employment as a full-time music educator.

If you live or go to school in PA, you should have attended the PMEA Spring Conference in Erie, PA last week. Just to “rub it in” a little, here are a few of the excellent sessions you missed that were especially geared for collegiate pre-service music teachers:

Getting the Most Out of Your Student Teaching Experience
Cracking the Graduate School Code: When, Where, Why, How, & How Much
Starting with the End in Mind – or – You’ve Got 4 Years, Use Them Wisely
Music Education & Gaming: Interdisciplinary Connections for the Classroom
Ready for Hire! Interview Strategies to Land a Job
Planning Strategies to Develop a Responsive Teaching Mindset

More importantly, if you are in your 4th year and were a no-show to your state conference this year, you missed out the chance to do a little networking, to “put your ear to the ground” listening for market trends and possible position openings for next year. You could have rubbed elbows at a bar (drinking a diet coke) or clinic or concert with a music supervisor, department chair, administrator, or high school band/choir director who knows who is taking a sabbatical or retiring from his/her school upon completion of the current semester.

Successful professionals stay up-to-date with their journals

As a “professional,” you have an open, inquisitive mind, constantly strive for self-improvement, continuing education, and retooling, embrace change and better ways of doing something, and “practice” your craft. This means you read your educational publications from cover to cover. For example, these were a few of the tips in a recent PMEA News article, “I’ve Got an Interview, Now What?” shared by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, and Doug Bolasky, retired band and orchestra teacher and former Department Chair of the Southern Lehigh School District:

“The interview process at each school district is likely as unique as the district itself, and while there is no foolproof way to know in advance what questions will be asked of you, it helps to give some thought to what questions may come your way.”
“It’s easy to tell someone what you would like to do; more valuable to the interviewers is what you DID do. Be ready to cite instances from your student teaching and even field experiences.”
“Think about items you could place into your portfolio that would help you answer the questions. For example, if you are answering a question about an idea you implemented that was creative, consider including an artifact in your portfolio that provides credibility to your answer. Avoid simply passing around your portfolio during the interview. Instead, use it as a visual aid…”
“Enlist the aid of a friend and use a webcam to record yourself answering the questions as in a mock interview. Look for distracting mannerisms like playing with your hair, saying ‘um’ or ‘like,’ and so forth.

Are you ready? Assess yourself! Then, DO YOUR HOMEWORK NOW!

For those who are nearing completion of their coursework for a teaching certificate, the season of professional school interviews is coming… At this point, you should be familiar with assessment rubrics and other evaluative tools used in education. Right NOW how well do you stack up in prepping for employment screenings? Complete this checklist as honestly as possible. I am citing and “reviewing” past articles I have written at this blog-site… a perfect opportunity for you to “fill in the missing gaps” and get started on this process of finding the perfect job!

[ ] I am familiar with numerous criteria for assessing teacher candidates (for what the employment screening committee may be looking), including specific instructional, professional, and personal skills, experiences, behaviors, or ”core teaching standards” of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” I know the Charlotte Danielson Framework (one evaluative model for professional development used by the PA Dept. of Education – (https://www.danielsongroup.org/) or sample school district assessment forms. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/ and https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/.
[ ] I have developed a comprehensive unified philosophy of music education that spotlights my abilities from the perspective of a generalist not a specialist. I can model competency and experience in general music, piano playing, vocal and instrumental (band, strings, and guitar) music, Classical, jazz, pop, and folk music styles, improvisation, composition and music theory, and technology teaching grades Pre-K to 12. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/04/marketing-yourself-and-your-k-12-music-certification/.
[ ] I am comfortable with today’s jargon, current trends, and key “buzz words” in general education. This includes everything from “The Common Core” to “The Four C’s” of 21st Century learning, and all of those constantly changing acronyms like HOTS, DOK, RTI, and UBD. These terms may come up at interviews, so I have at least a precursory understanding about them, and if I am “stumped” with a particular question, I will admit needing clarification (and I will look it up when I get home). DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/18/the-alphabet-soup-of-educational-acronyms/.
[ ] I am becoming a proficient storyteller and have prepared a set of personal anecdotes to potential questions that may be asked at the interviews. I have practiced responding with specific examples of my past experience and accomplishments, not just “telling” my strengths but allowing the listener(s) to make his/her(their) own deductions about me from my stories. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.
[ ] I have practiced taking “mock interviews” in front of my peers and recorded myself for self-assessment of my ability to answer employment screening questions. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/10/11/the-dos-and-donts-of-interviewing/, https://paulkfoxusc.wordpress.com/2016/02/27/interview-questions-revisited/, https://paulkfoxusc.wordpress.com/2016/06/04/those-tricky-interview-questions/, and https://paulkfoxusc.wordpress.com/2017/01/27/body-language-interviewing-for-a-job/.
I understand the concepts of…
- [ ] Personal branding (https://paulkfoxusc.wordpress.com/2015/12/16/tips-on-personal-branding/), and
- [ ] Professional networking (https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/).
I have a high-quality…
- [ ] Resume (https://paulkfoxusc.wordpress.com/2016/01/12/music-teacher-resumes-revisited/),
- [ ] Business card (https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/ and https://paulkfoxusc.wordpress.com/2016/08/14/21st-century-job-search-techniques/),
- [ ] Written and electronic portfolio (https://paulkfoxusc.wordpress.com/2015/11/15/planning-the-perfect-professional-portfolio/), and
- [ ] Professional website https://paulkfoxusc.wordpress.com/2018/01/14/the-professional-website/.

What was YOUR score… out of 11?

Get to work… so you can get work!

PKF

Photo credits: FreeImages.com, photographers hvaldez1 (studying for a test), Tory Byrne (quiz), and Svilen Milev (hire).

3 Exit Lanes to Self-Help Retirement Guides

June 27, 2016June 20, 2017 paulkfox1 Comment

For Transitioning to a Happy, Healthy, and Meaningful Retirement, These Books Should Be REQUIRED Reading!

I submit there are basically three ways to learn something new by reading about it. One is the tutorial format, a.k.a. an instrument of “programmed learning.” Another approach is the comprehensive reference manual or user guide. Finally, many people prefer a narrative story, perhaps a fictitious account that features characters exploring and revealing insights on the topic you are studying.

Do you recall the first time you had to learn a complicated new computer application? After installing it to your computer and some initial nail-biting, you trotted down to the bookstore to purchase “something” to teach you Corel WordPerfect for DOS or Adobe Pagemaker for Mac (two historic examples that are no longer available today). Usually, you were greeted with a choice… a comprehensive user manual or a tutorial workbook!

I am applying this concept to three mini book reviews of preparation for retirement. All you have to do is select your favorite “learning style.”

If you were looking for the reference manual, I recommend Ernie Zelinski’s How to Retire Happy, Wild, and Free (2016). The chapters are laid out by general concepts you need to understand. However, as in many user guides, you could turn to almost any page in the volume, jump around (in any order) to specific areas on which to focus, e.g. tips on travel (page 165) to health/wellness (page 109), and not lose the overall meaning.

How to Retire Happy, Wild, and Free is one of the most easy-to-read and humorous publications on the market and best resources for a frank discussion of the emotional aspects of coping with retiree life-style changes/altered expectations, and finding creative new ways to self-reinvent and thrive. Quoted from the book’s Preface:

Retirement can be both exciting and demanding, bringing new challenges, new experiences, and new uncertainties. Regardless of how it turns out, retirement normally turns out far different from what people first envision. For some, it is a big disappointment. For others, it is merely a big annoyance. And still for others – much to their delight – retirement becomes an opportunity to live life like never before.

Here is Zelinski’s Table of Contents:

Chapter 1: Thank Heaven for Retirement!
Chapter 2: Retirement – A Time to Become Much More Than You Have Ever Been
Chapter 3: So Many Worlds, So Much to Do!
Chapter 4: Take Special Care of Yourself – Because No One Else Will
Chapter 5: Learning Is for Life
Chapter 6: Your Wealth Is Where Your Friends Are
Chapter 7: Travel for Fun, Adventure, and More
Chapter 8: Relocate to Where Retirement Living Is Best
Chapter 9: Happiness Doesn’t Care How You Get There

The tutorial’s approach is a logical progression of chapters/how-to sections that must be read and completed in order. There are often worksheets, exercises, or activities to complete at the end of each chapter. The hierarchy of these “units” build a sequential set of competencies for which you must master one by one, a prerequisite before going on to the next section. Julia Cameron’s book It’s Never Too Late to Begin Again (2016) is a perfect example of this method. Actually, it is based on her earlier work, The Artist’s Way (also a tutorial), plus 25 years of teaching artists to “unblock their creativity” using her tools “Morning Pages” (stream-of-consciousness writing) and “Artist Date” (reserved weekly block of time to nurture your creativity). Perhaps both editions should be consumed/and worked chapter by chapter.

In It’s Never Too Late to Begin Again, Cameron’s introduction sets the tone for her “lessons” on “defining and creating the life you want to have as you redefine and recreate yourself.”

In this book you will find the common problems facing the newly retired: too much time, lack of structure, a sense that our physical surroundings suddenly seem outdated, excitement about the future coupled with a palpable fear of the unknown. As a friend of mine worried recently, “All I do is work. When I stop working, will I do… nothing?”

The answer is no. You will not do “nothing.” You will do many things. You will be surprised and delighted by the well of inspiration that lies within you – a well that you alone can tap. You will discover you are not alone in your desires, and that there are creativity tools that can help you navigate the specific issues of retirement.

The contents of It’s Never Too Late to Begin Again are divided into a weekly course of study:

Week One: Reigniting a Sense of Wonder
Week Two: Reigniting a Sense of Freedom
Week Three: Reigniting a Sense of Connection
Week Four: Reigniting a Sense of Purpose
Week Five: Reigniting a Sense of Honesty
Week Six: Reigniting a Sense of Humility
Week Seven: Reigniting a Sense of Resilience
Week Eight: Reigniting a Sense of Joy
Week Nine: Reigniting a Sense of Motion
Week Ten:: Reigniting a Sense of Vitality
Week Eleven: Reigniting a Sense of Adventure
Week Twelve: Reigniting a Sense of Faith

Finally, in the usual Ken Blanchard inspirational style of creating characters that act out a story, the book Refire! Don’t Retire (2015) sets the stage for an easy-to-understand narrative, specifically how to “make the rest of your life the best of your life.”

The fictitious “Larry and Janice Sparks” share anecdotes of their experiences, modeling potential opportunities of retirees enhancing their relationships, stimulating their minds, revitalizing their bodies, growing spiritually… basically rekindling passion in every area of their lives.

Co-authors Ken Blanchard and Morton Shaevitz relate their chance first meeting on a business trip:

“So what are you into and what’s new in your life,” was the beginning of our plane conversation. For the next fifteen minutes, we spoke with growing enthusiasm and animation. We talked about the things we were doing, and especially what we were excited about. When Morton mention he was working in the area of older adults and looking at aging from a new and different perspective, Ken piped up and said he’d been thinking about similar issues. The term he was using was “refire” – an attitude of embracing the years ahead with enthusiasm rather than apathy. At that moment, this book was born.

Their story, a “parable” on coming to grips with retirement, is organized in five sections:

The First Key: Refiring Emotionally
The Second Key: Refiring Intellectually
The Third Key: Refiring Physically
The Fourth Key: Refiring Spiritually
Putting It All Together

You will notice that all three texts cover many of the same subjects, but are vastly different in methodology, style/design, and overall structure.

If you need additional ideas, I can also recommend these three fairly recent releases on retirement preparation:

Disrupt Aging: A Bold New Path to Living Your Best Life at Every Age by Jo Ann Jenkins, CEO of AARP (2016)
Happy Retirement – The Psychology of Reinvention: A Practical Guide to Planning and Enjoying the Retirement You’ve Earned by Kenneth S. Shultz (2015)
How to Survive Retirement: Reinventing Yourself for the Life You’ve Always Wanted by Steven Price (2015)

With a focus on music educator retirees, all of my past articles are archived on this blog-post: https://paulkfoxusc.wordpress.com/category/retirement-resources/.

Finally, feel free to peruse the ultimate retiree resource guide rev 071416, a handout for the Pennsylvania Music Educators Association Summer Conference session entitled “Surviving and Reveling in Retirement,” which was held at the Seven Springs Mountain Resort in Pennsylvania on July 11-13, 2016.

More critical than any instruction manual for using a computer program that will likely “come and go” over a short period of time, making sense of the “awesome” passage to retirement and finding satisfaction and meaning in your “golden years” are essential. These 5-star rated books provide excellent insight in facing this issue squarely, and taking steps to plan for your retirement. I recommend getting your hands on and browsing all of these resources.

To sum it up, I will echo Ernie Zelinski’s final thoughts:

The way I see it, you will have attained true freedom in this world when you can get up in the morning when you want to get up; go to sleep when you want to go to sleep; and in the interval, work and play at the things you want to work and play at – all at your own pace. The great news is that retirement allows you the opportunity to attain this freedom.

PKF

Criteria for Selection of the “Ideal” Teacher Candidate

August 9, 2015April 26, 2022 paulkfoxLeave a comment

“A good teacher can inspire hope, ignite the imagination, and instill a love of learning.” – Brad Henry

Standards and Benchmarks of Top-Rated Educators in Music and Other Academic Subjects

The best way to prepare for a job interview is to become aware of how you will be judged in comparison with your peers. What are the standards (or behaviors or criteria) of outstanding teachers? For what are administrators looking to fill the vacancies and build/maintain a quality staff?

Interviews will sort out (and rank) the competencies, certifications, education levels, and overall experience of the candidates. Obviously, mastery of subject content and teaching methods will be evaluated. However, you may be surprised that significant focus will be placed on personality traits, social skills, and evidence of personal drive, reliability, versatility, vision, and habits of professionalism.

In short, you may be the best musician this side of the Mississippi, the “model lesson planner,” and can conduct Orff’s Carmina Burana or Shostakovich‘s Festive Overture blindfolded, but if you cannot inspire students, work with coworkers, and communicate effectively, your interview and chances for being hired are doomed from the start.

Adapted from David Berliner and William Tikunoff, “The California BTES: Overview of the Ethnographic Study,” effective teachers score high on…

Accepting
Adult involvement
Attending
Consistency of message
Conviviality
Cooperation
Student engagement
Knowledge of subject
Monitoring learning
Optimism
Pacing
Promoting self-sufficiency
Spontaneity
Structuring

Effective teachers score low on…

Abruptness
Belittling
Student defiance
Counting hours or “clock punching”
Illogical statements
Mood swings
Oneness (treats whole group as “one”)
Recognition-seeking

In previous blogs (e.g. https://paulkfoxusc.wordpress.com/2015/07/01/the-meaning-of-pro/), I have defined the qualities of a “professional.” How many of these traits do you model?

Succeeded in and continues to embrace “higher education”
Updates self with “constant education” and retooling
Seeks change and finding better ways of doing something
Like lawyers/doctors, “practices” the job; uses different techniques for different situations
Accepts criticism (always trying to self-improve)
Proposes new things “for the good of the order”
Can seemingly work unlimited hours (24 hours a day, 7 days per week)
Is salaried (does not think in terms of hourly compensation, nor expects pay for everything)
Is responsible for self and many others
Allows others to reap benefits and credits for something he/she does
Has obligations for communications, attending meetings, and fulfilling deadlines
Values accountability, teamwork, compromise, group goals, vision, support, creativity, perseverance, honesty/integrity, fairness, and timeliness/promptness
Accepts and models a corporate standard of behavior and appearance

It is worth reading “Weigh In: What Makes a Great Teacher” by Jacqueline Heinze in the Winter 2011 issue of Administr@tor Magazine (see http://www.scholastic.com/browse/article.jsp?id=3755567). Among the numerous responses were these notable quotes:

“A great teacher must be resilient.”
“Great teachers are instructional leaders and curriculum designers.”
“Great teachers love what they do and perceive teaching as their calling.”
“Great teachers are empathetic and engaged.”

Also check out these websites for additional insight on the characteristics of a exemplary educator:

Since the process of teacher selection in the public schools involves recruitment, screening, hiring, placement, induction, and evaluation, it is advisable for prospects to know the assessment practices already in place. According to the Pennsylvania Department of Education, Pennsylvania has adopted The Framework for Teaching as the overarching vision for effective instruction in the Commonwealth.

The Framework for Teaching is written by Charlotte Danielson, an internationally-recognized expert in the area of teacher effectiveness specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning.

The introduction to The Framework of Instruction Evaluation Instrument 2013 states its purpose:

“The Framework for Teaching identifies those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. While the Framework is not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession.” – Charlotte Danielson

The model focuses the complex activity of teaching by defining four domains of teaching responsibility:

Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities

The domains can be further broken down into…

Domain 1: Planning and Preparation

1a Demonstrating Knowledge of Content & Pedagogy
1b Demonstrating Knowledge of Students
1c Setting Instructional Objectives
1d Demonstrating Knowledge of Resources
1e Designing Coherent Instruction
1f Designing Student Assessments

Domain 2: Classroom Environment

2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space

Domain 3: Instruction

3a Communicating with Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities

4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with Families
4d Participating in a Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism

Many Pennsylvania districts assess their professional staff and verify their teacher’s professional growth via rubrics or other evaluative tools, as well as the collection of artifacts that support these domains. Archives of these “best practices” would be assembled in portfolios for the principal’s year-end review (samples printed in blue below are possible artifacts for music educators in particular):

Domain 1: Planning

Assessment Tools
Lesson Plans
New Curriculum Innovations
Personal/Professional Goals
Music Repertoire/Program Lists
Subject Outlines

Domain 2: Classroom Environment

Audio-Visual Resources Including Recordings
Formal Observations
Informal Observations
PowerPoint Presentations
Sample Classroom Displays/Bulletin Boards

Domain 3: Instruction

Arrangements (Teacher Composed)
Conferences with Colleagues/PLCs/Teams
Meetings with Mentors/Curriculum Leaders/Principals
Printed Concert, Musical, Drama, or Recital Programs
Sample Homework and Worksheets
Student Composed Music/Lyrics/Exercises
Warmup Drills and Style/History Handouts

Domain 4: Professionalism

Act 48 Clinics and Workshops
Congratulatory Notes from Parents/Staff
Grade Books and Attendance Records
Letters/Newsletters Sent Home
Minutes of Department Meetings
Professional Development Programs
Student Recommendations
Student Records

Individual school districts define their own “vision of a model teacher,” aligning the selection criteria with the goals of the school system and the needs of the individual schools. For example, Upper St. Clair School District (an Allegheny County public school system located in southwestern Pennsylvania, and where I worked 33 years as music educator and seven years as Performing Arts Curriculum Leader) adopted the following Assessment Criteria for Teacher Candidates (developed by Superintendent Dr. William Pope, Human Resource Director Ms. Jean Toner, and other staff). “In a nutshell,” these are what USC calls “core behaviors” or standards of personality traits, skills, and knowledge, and serve as categories for assessment of all job applicants during the interview process:

Instructional

Educational Philosophy
Knowledge/Experience
Classroom Management
Technology
Oral Expression
Written Communications

Professional

Leadership
Teamwork
Judgment
Problem Solving
Planning & Organizing
Innovation

Personal

Initiative
Dependability
Adaptability
Self-Insight and Development
Energy and Enthusiasm
Appearance

My next blog on this subject will provide examples of music teacher interview questions for each of the above criteria… suitable for individual practice or group mock interview sessions, and to assist in the formulation of stories/anecdotes that would support a candidate’s mastery of each standard. The importance of this preparation is explored in a previous blog: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.

PKF

This post is featured by Twinkl in their ‘Teaching Writing’ blog.

When It Comes to Getting a Job, “S” is for Successful Storytelling!

August 2, 2015May 5, 2020 paulkfox1 Comment

Thoughts on Marketing Yourself and Sharing Personal Anecdotes at Employment Interviews for PCMEA and Prospective Music Teachers

This article was submitted for publication in PMEA News – the state journal of the Pennsylvania Music Educators Association.

Many schools are implementing behavior-based interviews as the preferred method for screening and evaluating applicants. This approach seeks to highlight past performance, experiences, behaviors, knowledge, skills, and abilities that are job-related. Throughout this process, the concept of marketing oneself for employment consideration is based on two principal skill sets: branding yourself and storytelling. It is not about “bragging” or false modesty, although you cannot come on too strong or too weak at the interviews. However, it is everything about “getting noticed,” “making connections” with the interviewers, and demonstrating that you have “what it takes” and would be a “good fit” for their school district.

Not everybody is a good storyteller, but music educators are generally good performers. In preparation of their craft, musicians routinely model their knowledge of music making – poise, professionalism, and self-confidence in front of an audience, critical thinking, problem solving and repetitive drill towards a smooth, well-organized, and well-practiced performance, and all of those essential concepts of form and analysis, rhythms, articulations, tempos, phrasing (breathing!), dynamic contrasts, interpretation, and expressiveness… many skills inherently needed in the storytelling.

According to Antigone Orfanos in “Interviewing Techniques: The Art of Storytelling” (http://therapycareers.about.com/od/JobHuntSkillsStrategies/a/Job-Interview-Techniques.htm), knowing the questions an interviewer may ask is much less important than mastering your storytelling skills. “Think of all of your past accomplishments. Try to create a list of the most important successes you have had in your career and personal life. These are the stories that you want to highlight when your employer meets with you. The most important successes are the ones that are most likely to make the biggest impression on a potential employer. Then, use metaphors, analogies, and humorous anecdotes to capture an employer’s attention.”

It turns out that stories are a very powerful tool, as validated by Lily Zhang in “The Interview Technique You Should Be Using” (see https://www.themuse.com/advice/the-interview-technique-you-should-be-using#). Jennifer Aaker, professor of marketing at the Stanford Graduate School of Business, explains that “stories are up to 22 times more memorable than facts alone” and “we are wired to remember stories much more than data, facts, and figures.” Zhang expands on this. “Our brains are just more active when we’re listening to a story. In fact, if you can tell a good story, you can actually synchronize your listener’s brain with your own. You can literally share the experience with someone else. Talk about making a connection!”

Worth reading in depth, Zhang details in her article the steps towards better storytelling at interviews:

Tell the punch line early.
Give some context.
Introduce the situation or challenge.
Describe your specific actions.

In “Interview Story Telling – Personal Branding Blog – Stand Out in Your Career” (http://www.personalbrandingblog.com/interview-story-telling/), Kevin Monahan predicts that you will be asked to “Share a time when…” or “Provide an example where…” which provides the perfect opportunity to tell a story. He recommends that stories need to have a beginning that sets the stage (provide the setting), action items (what did you do?), and final outcome (how did you achieve the goal or influence an outcome?). He shares, “During one interview session, I was asked what my first job was. I could have told them in five seconds that my first job was a paper route when I was ten years old. Instead, I told a story.” He narrated a more detailed explanation on getting to know his customers, learning their individual preferences, and developing a connection with each of them… leading to better service and greater business generated.

Monahan concludes, “The key… is to connect the story to a desired skill set needed for the position. By relating the stories and examples back to the core competencies of the job, I communicated an image instead of just providing answers to questions.”

An available self-assessment of your storytelling performance skills is available at http://www.storyarts.org/classroom/usestories/storyrubric.html. Using Heather Forest’s rubrics on her website “Storytelling in the Classroom,” you could make and then evaluate a video recording of a “mock interview,” asking yourself in front of a camera common questions like the following:

What are your greatest personal strengths (and weaknesses)?
What techniques would you use to motivate (or discipline) students?
Describe your educational philosophy.
How would you assess the learning in your classroom?
Who had the greatest influence on you becoming a teacher and why?
What are your career objectives?

During the panel discussion “Ready to Hire: Interview Strategies for Music Educators” at the 2013 PMEA Annual In-Service Conference in Erie, PA, colleagues Susan Basalik, J. Howard Baxter, Susan Metelsky, and moderator Scott Sheenan were generous in providing supplemental materials, including sample questions and other tips for excellent interview (and story) preparation. These handouts are still available online at http://www.uscsd.k12.pa.us/Page/6361.

One final thought comes from Beth Kuhel in “The Secret to a Successful Interview: Great Storytelling” in the April 17, 2014 online article of U.S. News and World Report. In a TED Talk, “Toy Story” movie co-writer Andrew Stanton says that “a great story comes from using what you know, capturing a truth from experiencing it, and from expressing values you feel deeply.” He suggests, “You allow the listener to make his own deductions about you from the story. That is, don’t come out and say you’re collaborative, adaptable or anything – you tell a story that convinces your listener you possess these traits.” Stanton concludes that a well-told tale grips, excites, and engrosses.

In summary, it is important to apply your skill in storytelling to employment interviews. Provide thoughtful, professional, and firm answers in response to the interviewer’s questions. Back up your statements with specific examples. Share the outcome or solution to a specific problem. Summarize to emphasize your strengths. Make yourself “stand out” as you tell stories about the challenges and triumphs you faced in life. Interconnect and relate these anecdotes proving your skills and experiences to the needs, goals, and values of the institution, employer, and position for which you are applying.

PKF

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