

Are you terrified of screwing up a job interview? Does the thought of writing a cover letter horrify you? Are you scared to network with others? What do you even say, anyway? If you're struggling to overcome your job search fears, this live event is for you.
We get it. Looking for work can be scary, especially if you’ve been at it for a long time and haven’t gotten any results.
Understanding which fears are getting in the way and how to overcome them will make all the difference. Sometimes you might not be aware of which obstacle is getting in the way of your goals. If you want to overcome these fears once and for all, we invite you to join us!
In this training, you’ll learn how to:
- Utilize strategies for coping with your job search fears
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- Face your fears and move forward
Join our CEO, J.T. O'Donnell, and Director of Training Development & Coaching, Christina Burgio, for this live event on Wednesday, October 5th at 12 pm ET.
CAN'T ATTEND LIVE? That's okay. You'll have access to the recording and the workbook after the session!
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Check out the 2023 LinkedIn's Jobs on the Rise list revealing the 25 fastest-growing job titles over the past five years that just came out. Four trending marketing job titles on this list provide insights into where the workforce is headed.
4 Fastest-Growing Marketing Job Titles
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Growth Marketing Manager
A growth marketing manager is responsible for identifying, developing, and implementing strategies to increase a company's growth. It's a vital role because of its ability to drive sustainable and profitable growth for a company.
Content Designer
A content designer (also known as a content strategist) is responsible for creating, planning, and producing digital content that meets the needs of a target audience and supports the organization's goals. It plays a vital role in developing and delivering high-quality digital content that helps to build trust, engagement, and conversion with the target audience.
Online Campaign Manager
The online campaign manager is responsible for planning, executing, and managing online marketing campaigns that promote a company's products or services, ultimately acquiring new customers. It is vital in developing and implementing effective campaigns that drive visibility, lead generation, and sales.
Customer Marketing Manager
A customer marketing manager is responsible for developing and implementing marketing strategies and campaigns that target existing customers that drive customer retention, loyalty, and repeat sales. Companies are now more focused on customer retention and engagement in a digital world, which is a significant driver for a customer marketing manager role.
What The Top 2023 Marketing Positions Tell Us About The Future Of Work Trends
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As a 20-year brand marketing veteran, here are a few reasons why these four marketing positions are spot on for future work trends:
- Personalization: With the increasing use of artificial intelligence and machine learning, the ability to personalize online campaigns is becoming more critical. These roles create and execute campaigns tailored to the needs and preferences of different customer segments, which can help increase engagement and conversion rates.
- Data-driven Decision-making: These roles use data and analytics to measure the performance of online marketing campaigns and make data-driven decisions to improve performance. The ability to continuously test and optimize campaigns is critical for staying ahead of the curve in the fast-paced digital landscape.
- Integrated Marketing: These roles work closely with other teams to understand customer behavior and trends, identify opportunities for customer retention, loyalty, and upsell, make sure campaigns are seamlessly integrated with other marketing efforts, and make data-driven decisions.
- Continuous Learning: It's critical to stay up-to-date with online trends and best practices to ensure that the company's efforts are effective and efficient. As the digital landscape is constantly evolving, the ability to learn and adapt is a key aspect of these roles.
Pursuing a trending marketing job title can open up more career advancement opportunities and be more financially rewarding. It can also increase the chances of finding a job that is a good fit for you and that you enjoy.
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During the pandemic, it was understandable that the focus for almost everybody, including educators, was on the health and well-being of friends and family. Post-pandemic, however, I’m noticing a troubling trend: some educators are still suffering from an ambition deficit when it comes to teaching.
Just the other day, for example, one teacher told me that they called out of work because the previous day there was a field trip and their feet still hurt. In professional trainings I have facilitated lately, I also have had teachers leave early because they felt “too tired” to go on. Teachers told me they were leaving; they didn’t ask. We are definitely in what Robert Glazer calls an “Ambition Recession.”
To be fair, there are many valid reasons why some teachers are apathetic and/or leaving the profession. I previously wrote about some of these reasons in my Work It Daily article "3 Reasons for the Big Quit in Teaching." Yet, if we are to help students to grow and achieve, we need to get teachers back on the school improvement bus. However, this is not just the responsibility of individual teachers. What might school and district administrators do to motivate teachers to make a positive change?
Recently, I had the chance to listen to an episode of the New Yorker Radio Hour; the theme for that episode was change. During that episode, dance choreographer Akram Khan suggested that there are four—in my opinion, interrelated—reasons why people change. While he may have been talking about re-envisioning the ballet “Giselle” for the modern stage, I believe his thoughts are relevant to those in education who are charged with motivating teachers to participate, more fully, within the teaching profession.
Teachers Will Change When They Must
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The grass is not always greener on the other side. Now that many educators have moved out of teaching roles and have taken opportunities in the private sector (particularly in EdTech), we may see a boomerang effect. There is a certain amount of financial stability as a teacher. A teacher may not be making as much money as they would like but it is a constant. In contrast, when one moves into the private sector, financial compensation can ebb and flow erratically particularly when the threat of recession looms like grey clouds on the horizon. Teachers, like anyone, might then be happy to have a job and do more to maintain it.
Teachers Will Change When They See Enough To Be Inspired
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Traditionally, many teachers have been isolated within the four walls of their classrooms. Most still need to find adult coverage of their classrooms to take even a short bathroom break. How then might school leaders make internal exemplars of good teaching and learning more visible across the faculty? New Beginnings Charter School, in Brooklyn, NY, for instance, produces a weekly digital staff instructional newsletter that features classroom videos of their teachers using best instructional practices. They and ITAVA, in Queens, NY, engage in lesson study and open up model classrooms for teacher intervisitation. Lesson study is not the only way to coalesce teachers around a common goal; there are many additional ways to make teacher teams impactful.
The key here is that administrators need to plan deeply; they need to develop schedules that release teachers from the chains of their classrooms so that teachers can visit other classrooms and/or participate on ongoing teacher teams. Inspiration also requires triangulation of teacher development supports. For example, instructional coaches might consider referencing support materials/exemplars of best practice, provided in digital newsletters, during ongoing coaching feedback conversations. Help teachers become aware of where they can go for resources to improve their teaching craft and have multiple pathways for teachers to get there.
Teachers Will Change When They Learn Enough To Want It
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When I worked with the Cristo Rey School Network, we were interested in learning how best to develop internal tutoring programs that would well serve students and prevent their exit due to poor academic performance. One of the most powerful tools we had in replicating a quality tutoring program, across the network, was the ability to draw upon the expertise of one of our schools that already had such a program in place. Providing a space for all our school leaders, and teachers involved in the tutoring of our students, to engage in problem of practice protocols proved pivotal for the replication of this one school’s tutoring model across multiple school sites. As our school leaders and teachers learned more about what already was working in-house, the enthusiasm to replicate said practices was infectious.
Networked learning can be internal—as in the case of Cristo Rey above—and/or external. The Canopy Project, a joint project between Transcend Education and CRPE, has, for example, over 200 member/school organizations interested in building transformative education environments focused on equity. It aims to do this by collaborating, not competing, on the development of best school design. How might school leaders include more teachers within internal and/or external networks of practice? The models for learning networks are out there.
Teachers Will Change When They Receive Enough To Be Able
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Asked another way, are administrators and/or instructional coaches giving enough so that teachers develop efficacy? I’ve written elsewhere on how we might say that student learning is at the core of our work as educators but, in reality, this is not evident when we, as managers of learning, make time for everything but instructional observation and teacher coaching. Therefore, administrators would do well in developing a standing weekly schedule for themselves that prioritizes both informal classroom observations and feedback/coaching sessions with each teacher on staff. Move operational tasks to when instructional time is over for the day. Paul Bambrick-Santoyo discusses this, in great detail, in his book Leverage Leadership.
Kim Marshall further suggests that administrators, during mini observations, not write notes. Rather, later in the day, administrators might use a one-page staff list to record the day, date, and most relevant points from each visit. Later still, they can add a checkmark when feedback has been given to the observed teacher. Further, share anonymous instructional data, across classrooms, with teaching staff. Help teachers to understand why certain instructional priorities exist and solicit teacher participation in responding to the data.
If you would like additional ideas on how to impact student lives without sacrificing your own, and have a life teaching, check out my quick hack teaching courses here. You can also reach me on LinkedIn.
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