Full Time Imam
Shapes regional or national religious strategy, standards, and leadership pipelines.
Interview rounds for this level
4 rounds225 min total
Competencies
10 domains65 attributes
Core Fundamentals
8 attributes in this domain- Worship Leadership and Khutbah DeliverySets sermon standards calendar-wide and aligns messaging to strategic priorities.
- Qur’an Recitation Instruction (Tajwid Basics)Defines institution-wide tajwid benchmarks and assessment approach.
- Foundational Islamic Studies TeachingSets doctrinal guardrails and evaluation standards for fundamentals.
- Class Facilitation and Group LearningEstablishes facilitation standards and evaluates program impact.
- New Muslim Orientation and Foundational GuidanceOwns policy and quality metrics for orientation pathways.
- Hadith/Seerah Instruction (Applied)Defines canonical sets and alignment with institutional curriculum.
- Children’s Qur’an Program DeliverySets program structure and parent communication standards.
- Adult Education Programming (Introductory)Owns adult education standards and evaluation cycles.
Attributes
8 domains29 attributes
Adaptive Learning & Growth
3 attributes in this domainInterview questions for Principal level
Describe your process for preparing a khutbah that addresses a contemporary social issue while remaining rooted in Qur'an and Sunnah.
8 minTechnicalMust have
Worship Leadership and Khutbah Delivery
What good answers reveal
- Demonstrates structured exegesis linking scriptural sources to modern contexts
- Shows ability to balance timeless principles with present-day application
- Reflects clarity in message and mercy in delivery for diverse audiences
Pitfalls to avoid
- Avoiding specific political stances or divisive language
- Not assuming uniform community knowledge or practice levels
Follow-up questions
- How do you ensure the khutbah resonates across generations and cultures?
- What feedback mechanisms do you use to gauge impact and adjust future topics?
A khutbah you deliver on a sensitive topic sparks heated debate in the community. How do you respond to maintain unity and spiritual guidance?
6 minSituationalMust have
Worship Leadership and Khutbah Delivery
What good answers reveal
- Exhibits calm leadership and de-escalation skills during controversy
- Prioritizes pastoral care and constructive dialogue over winning arguments
- Uses authority to reinforce shared values while acknowledging diverse perspectives
Pitfalls to avoid
- Dismissing community concerns or doubling down without reflection
- Violating confidentiality or publicly shaming individuals
Follow-up questions
- How would you involve community leaders or boards in addressing fallout?
- What steps would you take to prevent similar issues in future khutbahs?
How would you design a khutbah rotation or series to systematically cover core Islamic topics while addressing emergent community needs?
7 minSystemsMust have
Worship Leadership and Khutbah Delivery
What good answers reveal
- Shows strategic planning for long-term spiritual education and relevance
- Balances foundational teachings with responsive, timely content
- Integrates feedback loops and evaluation into programming decisions
Pitfalls to avoid
- Overlooking seasonal or liturgical considerations in planning
- Creating overly rigid systems that lack flexibility for crises
Follow-up questions
- How do you allocate topics among multiple imams or guest speakers?
- What metrics would you use to assess the effectiveness of the khutbah series?
Explain how you would teach the rules of madd (elongation) to a beginner adult student with no prior Arabic knowledge.
5 minTechnicalMust have
Qur’an Recitation Instruction (Tajwid Basics)
What good answers reveal
- Breaks down complex tajwid concepts into accessible, step-by-step instruction
- Uses clear examples and practical exercises tailored to learner's background
- Demonstrates patience and encouragement to build confidence in recitation
Pitfalls to avoid
- Using overly technical language without simplification
- Neglecting to connect tajwid rules to spiritual meaning and reverence
Follow-up questions
- How do you adapt your teaching if the student struggles with specific sounds?
- What resources or tools do you recommend for independent practice?
A student becomes frustrated and self-conscious about their recitation errors in a group class. How do you handle this to maintain a positive learning environment?
5 minSituationalMust have
Qur’an Recitation Instruction (Tajwid Basics)
What good answers reveal
- Shows empathy and skill in managing individual emotions within group dynamics
- Provides constructive feedback that focuses on improvement without shaming
- Fosters a supportive atmosphere where mistakes are part of the learning process
Pitfalls to avoid
- Ignoring the student's distress or singling them out negatively
- Lowering standards excessively, compromising educational integrity
Follow-up questions
- How would you adjust your teaching approach for this student in future sessions?
- What strategies do you use to prevent similar issues with other students?
Describe your approach to teaching the five pillars of Islam to a diverse class including new Muslims and lifelong practitioners.
6 minTechnicalMust have
Foundational Islamic Studies Teaching
What good answers reveal
- Tailors content to different knowledge levels while maintaining core accuracy
- Uses relatable analogies and real-life applications to enhance understanding
- Encourages questions and discussion to deepen collective learning
Pitfalls to avoid
- Assuming uniform prior knowledge or cultural background
- Overemphasizing ritual details at the expense of spiritual significance
Follow-up questions
- How do you assess whether students have grasped the material effectively?
- What supplementary materials or activities do you incorporate?
How do you balance teaching classical Islamic texts with addressing modern ethical dilemmas faced by your community?
7 minCalibrationMust have
Foundational Islamic Studies Teaching
What good answers reveal
- Integrates traditional scholarship with contemporary relevance without dilution
- Demonstrates critical thinking in applying timeless principles to new contexts
- Maintains theological integrity while being accessible and practical
Pitfalls to avoid
- Presenting personal opinions as definitive religious rulings
- Avoiding difficult topics that are relevant to community life
Follow-up questions
- Can you give an example of a modern issue you've addressed using foundational teachings?
- How do you stay updated on both classical sources and current community needs?
What techniques do you use to facilitate a group discussion on a complex topic like Islamic finance in a way that engages all participants?
6 minTechnicalMust have
Class Facilitation and Group Learning
What good answers reveal
- Employs active listening and questioning to draw out diverse viewpoints
- Structures discussion to ensure equitable participation and depth of exploration
- Manages time and focus to achieve learning objectives without meandering
Pitfalls to avoid
- Allowing discussion to be monopolized by a few individuals
- Failing to summarize key points or provide closure at the end
Follow-up questions
- How do you handle dominant speakers or shy participants in such discussions?
- What do you do if the conversation becomes contentious or off-topic?
During a class on seerah, a participant strongly disagrees with your interpretation of a historical event. How do you facilitate this disagreement constructively?
5 minSituationalMust have
Class Facilitation and Group Learning
What good answers reveal
- Models respectful dialogue and openness to alternative perspectives
- Uses the moment as a teaching opportunity about scholarly diversity
- Maintains authority without being authoritarian, fostering critical thinking
Pitfalls to avoid
- Shutting down dissent or making the participant feel marginalized
- Getting drawn into unproductive debates that derail the lesson
Follow-up questions
- How would you follow up with the participant after class to ensure resolution?
- What steps would you take to prevent such disagreements from disrupting future sessions?
Outline your initial steps in providing spiritual and social guidance to a new Muslim who has just taken shahada.
6 minTechnicalMust have
New Muslim Orientation and Foundational Guidance
What good answers reveal
- Prioritizes immediate pastoral care and basic religious instruction
- Connects the convert to community resources and support networks
- Sets clear expectations for ongoing mentorship and follow-up
Pitfalls to avoid
- Overwhelming the convert with too much information too quickly
- Neglecting the convert's emotional and social needs beyond ritual practice
Follow-up questions
- How do you tailor your approach based on the convert's background and circumstances?
- What role do you see the broader community playing in integration efforts?
A new Muslim expresses feeling isolated and unwelcome in the masjid due to cultural barriers. How do you address this to ensure their integration?
6 minSituationalMust have
New Muslim Orientation and Foundational Guidance
What good answers reveal
- Demonstrates proactive empathy and problem-solving for convert care
- Leverages community partnerships to foster inclusivity and belonging
- Advocates for systemic changes to improve convert experiences
Pitfalls to avoid
- Blaming the convert for not assimilating quickly enough
- Making promises of support without follow-through or accountability
Follow-up questions
- How would you involve existing community members in supporting this convert?
- What long-term strategies would you implement to prevent similar issues?
How do you teach a hadith about honesty in business transactions to make it relevant for professionals in your community?
6 minTechnicalMust have
Hadith/Seerah Instruction (Applied)
What good answers reveal
- Translates classical texts into practical, actionable guidance for modern life
- Uses case studies or scenarios that resonate with the audience's experiences
- Emphasizes the ethical and spiritual dimensions of daily conduct
Pitfalls to avoid
- Oversimplifying complex ethical dilemmas or providing rigid solutions
- Failing to acknowledge diverse professional contexts within the community
Follow-up questions
- How do you address potential conflicts between Islamic teachings and workplace norms?
- What methods do you use to ensure students retain and apply these lessons?
When teaching seerah, how do you handle narratives that may be challenging or controversial for a modern audience?
7 minCalibrationMust have
Hadith/Seerah Instruction (Applied)
What good answers reveal
- Presents historical context and scholarly interpretations with nuance and clarity
- Balances authenticity with sensitivity to contemporary values and questions
- Encourages critical engagement while maintaining reverence for the Prophet
Pitfalls to avoid
- Avoiding difficult topics altogether or presenting them superficially
- Imposing personal biases or apologetics without scholarly grounding
Follow-up questions
- Can you give an example of a challenging seerah topic and how you approached it?
- How do you prepare for potential questions or pushback from students?
Describe your method for teaching young children to memorize short surahs while keeping them engaged and motivated.
5 minTechnicalMust have
Children’s Qur’an Program Delivery
What good answers reveal
- Uses age-appropriate techniques like repetition, games, and positive reinforcement
- Incorporates stories and meanings to connect memorization with understanding
- Creates a joyful and structured learning environment that builds confidence
Pitfalls to avoid
- Relying solely on rote memorization without contextualization
- Using punitive measures that could discourage a love for Qur'an
Follow-up questions
- How do you adapt your approach for children with different learning styles or attention spans?
- What role do parents play in supporting this process, and how do you communicate with them?
How would you design a children's Qur'an program that serves a diverse community with varying levels of Islamic knowledge at home?
7 minSystemsMust have
Children’s Qur’an Program Delivery
What good answers reveal
- Develops inclusive curricula that accommodate different starting points and backgrounds
- Integrates family engagement and community resources to support learning
- Implements assessment tools to track progress and adjust teaching strategies
Pitfalls to avoid
- Assuming all children have parental support or prior exposure to Arabic
- Creating a one-size-fits-all program that fails to meet diverse needs
Follow-up questions
- How do you ensure the program is accessible to children from non-Arabic-speaking families?
- What training or support do you provide for teachers and volunteers?
What key elements do you include in an introductory course on Islamic beliefs for adults with limited prior knowledge?
6 minTechnicalMust have
Adult Education Programming (Introductory)
What good answers reveal
- Structures content logically from basic tenets to more complex concepts
- Uses interactive methods and real-life applications to enhance engagement
- Provides clear learning outcomes and resources for further study
Pitfalls to avoid
- Overloading the course with too much theological detail too quickly
- Neglecting to address common misconceptions or questions upfront
Follow-up questions
- How do you make the course relevant to adults balancing work, family, and religious learning?
- What feedback mechanisms do you use to improve the course over time?
An introductory class has high dropout rates after the first few sessions. How would you diagnose and address this issue?
6 minSituationalMust have
Adult Education Programming (Introductory)
What good answers reveal
- Analyzes feedback and attendance patterns to identify root causes
- Adapts teaching methods, content, or scheduling to better meet adult learners' needs
- Demonstrates commitment to continuous improvement and student retention
Pitfalls to avoid
- Blaming students for lack of commitment without self-reflection
- Making arbitrary changes without data or stakeholder input
Follow-up questions
- What specific changes would you implement based on your diagnosis?
- How do you communicate with dropouts to understand their reasons and possibly re-engage them?
Attribute-Based Questions
Questions designed to assess key attributes for this roleDescribe a time you recognized a community member's religious feelings or cultural background that differed from your own and adjusted your pastoral response to honor those feelings without changing core guidance.
minBehavioralNice
Cultural EmpathyTalent
What good answers reveal
- Concrete observation of others' feelings and cultural cues
- A response tailored to the person's experience while preserving core religious principles
- Respectful explanation showing understanding of both emotion and faith
Pitfalls to avoid
- Asking about race, nationality, or immigration status instead of cultural cues
- Conflating cultural empathy with agreement on beliefs or practices
Follow-up questions
- What specific cues signaled the difference in background or feeling?
- How did you verify your understanding of their perspective?
- How did you avoid assuming motives or imposing your own cultural frame?
Scoring Rubric
HighClearly identifies cues, verifies understanding, adapts pastoral approach faithfully to person and doctrine, and reflects on outcomes.
MediumIdentifies some cues and makes reasonable adaptations but with limited verification or nuance.
LowDescribes generic sympathy without concrete cues, no adaptation, or assumes motives.
You learn a new congregation group feels excluded by standard sermon examples. How would you surface and respond to their feelings while maintaining network-wide khutbah standards?
minSituationalNice
Cultural EmpathyTalent
What good answers reveal
- Steps to elicit and validate feelings before acting
- Tactics to adapt examples without altering essential teachings
- Plans to follow up and measure improved inclusion
Pitfalls to avoid
- Requesting information about protected characteristics as justification
- Equating inclusion with doctrinal compromise
Follow-up questions
- How would you involve local leaders in understanding the feeling?
- How would you test whether adaptations improved belonging?
- What would you avoid when addressing their concerns?
Scoring Rubric
HighConsults stakeholders, validates feelings, adapts examples within standards, and sets measurable follow‑up.
MediumSeeks input and makes minor adjustments but lacks verification or systemic follow-up.
LowIgnores emotional concerns or immediately enforces standard content without engagement.
Rate this indicator for cultural empathy in a candidate's past pastoral story: 'Listened to a grieving family from a different cultural background and modified examples in the eulogy to reflect their life.'
minCalibrationNice
Cultural EmpathyTalent
What good answers reveal
- Ability to judge concrete empathy actions
- Sensitivity to whether core guidance was preserved
- Calibration of evidence versus interpretation
Pitfalls to avoid
- Scoring based on empathy-sounding language rather than observable actions
- Allowing cultural stereotypes to influence calibration
Follow-up questions
- What would make this example stronger evidence?
- What questions would you ask the candidate about verification?
- What would be a disqualifying follow-up answer?
Scoring Rubric
HighDemands specifics about cues, how adaptation honored faith, and measurable impact on family.
MediumRecognizes adaptation but asks few clarifying questions about intent or result.
LowScores highly without probing for verification or outcome.
Tell me about a time you intentionally used listening techniques to fully understand a worshipper's concern before giving religious guidance.
minBehavioralNice
Active ListeningTalent
What good answers reveal
- Use of clarifying questions and reflection
- Evidence of withholding immediate judgment or advice
- Examples of how listening changed the guidance given
Pitfalls to avoid
- Confusing sociable warmth with active listening skills
- Asking about confidential pastoral content beyond general behaviors
Follow-up questions
- What exact questions did you ask to clarify?
- How did you confirm you understood correctly?
- What did you avoid saying while they were speaking?
Scoring Rubric
HighShows deliberate listening steps, paraphrase/validation, and altered response based on what was heard.
MediumLists some listening behaviors but lacks depth in verification or change of guidance.
LowDescribes giving immediate advice with minimal listening or interruption.
During a denominational meeting, a volunteer interrupts you with emotional complaints. How do you use active listening in that moment to de-escalate and get the full concern?
minSituationalNice
Active ListeningTalent
What good answers reveal
- Use of grounding phrases, reflection, and turn-taking
- Ability to balance meeting flow with giving space to speak
- Plans to follow up privately if needed
Pitfalls to avoid
- Equating politeness with active listening depth
- Asking for private details of a pastoral nature
Follow-up questions
- What exact phrases would you use to reflect back?
- When would you pause the meeting to continue privately?
- How do you prevent others from feeling overlooked?
Scoring Rubric
HighUses reflection, allows succinct expression, sets clear next steps, and maintains the group's trust.
MediumAcknowledges feelings briefly and offers follow-up, but lacks in-the-moment techniques.
LowCuts the person off or ignores the interruption to keep agenda.
Evaluate this behavior as evidence of active listening: 'Paraphrased a congregant's concern and asked two follow-up questions before offering counsel.'
minCalibrationNice
Active ListeningTalent
What good answers reveal
- Discrimination between perfunctory and genuine paraphrase
- Recognition of follow-up question quality
- Ability to request evidence of impact
Pitfalls to avoid
- Mistaking professional warmth for listening competence
- Allowing personal familiarity to bias scoring
Follow-up questions
- What would you ask to verify the paraphrase was accurate?
- When is paraphrasing insufficient evidence of listening?
- Which follow-up questions indicate depth rather than curiosity?
Scoring Rubric
HighSeeks examples, checks for emotional tone, and asks about outcomes demonstrating understanding.
MediumSees paraphrase as positive but asks limited verification questions.
LowAccepts paraphrase at face value without probing for accuracy.
Describe a time you established or enforced a boundary (time, role, confidentiality) that protected congregants or the institution, and how you communicated it.
minBehavioralNice
Professional Boundary SettingTalent
What good answers reveal
- Clear identification of the boundary and rationale
- Concrete communication steps used with stakeholders
- Follow-up to ensure the boundary held without harming care
Pitfalls to avoid
- Confusing strictness with effective boundary setting
- Asking for confidential case details rather than boundary behavior
Follow-up questions
- How did you explain the boundary to those affected?
- What resistance did you face and how was it handled?
- How did you ensure pastoral needs were still met?
Scoring Rubric
HighSets clear, compassionate boundary, communicates rationale, provides alternatives and follow-up.
MediumSets boundary but leaves stakeholders unclear or without alternatives.
LowAvoids setting boundaries or prioritizes convenience over safety.
A staff member expects you to be available 24/7 for pastoral calls. As network religious leader, how do you define availability, protect leaders' time, and ensure urgent needs are covered?
minSituationalNice
Professional Boundary SettingTalent
What good answers reveal
- Policy or practice-level solutions that respect care and limits
- Delegation and escalation pathways for urgent cases
- Clear communication and training for staff and volunteers
Pitfalls to avoid
- Asking about personal medical or family situations
- Conflating boundary setting with lack of pastoral compassion
Follow-up questions
- What criteria define an 'urgent' call?
- How would you implement and monitor this availability policy?
- How do you avoid penalizing staff who raise needs?
Scoring Rubric
HighDefines availability, creates escalation protocols, trains staff, balances care and sustainability.
MediumSets basic hours but lacks clear escalation or accountability.
LowRejects requests bluntly or accepts unsustainable availability.
Rate this as evidence of boundary skill: 'Implemented a written on-call rotation for pastoral emergencies and required handover notes between imams.'
minCalibrationNice
Professional Boundary SettingTalent
What good answers reveal
- Ability to detect sustainable system-level boundaries
- Awareness of accountability and continuity mechanisms
- Sensitivity to both caregiver welfare and community needs
Pitfalls to avoid
- Assuming documentation equals effective practice
- Overlooking impacts on smaller, understaffed sites
Follow-up questions
- What questions would you ask to verify effective handovers?
- What signs show the rotation is failing?
- What safeguards ensure confidentiality is preserved in handovers?
Scoring Rubric
HighLooks for buy-in, confidentiality safeguards, monitoring metrics, and staff welfare checks.
MediumSees value but misses monitoring or staff impact concerns.
LowApproves system without checking execution, confidentiality, or buy-in.
Give an example where you communicated a complex religious ruling or policy to a diverse congregation and ensured everyone understood the central point.
minBehavioralNice
Clear CommunicationTalent
What good answers reveal
- Use of plain-language framing without losing accuracy
- Checks for understanding and accessible examples
- Adaptation of message for diverse audiences
Pitfalls to avoid
- Testing doctrinal knowledge rather than communication clarity
- Asking candidates to recite religious rulings in interview
Follow-up questions
- How did you check that different groups understood?
- What language or analogies did you avoid?
- How did you retain theological precision while simplifying?
Scoring Rubric
HighDelivers precise, plain-language core message, uses inclusive examples, and confirms understanding across groups.
MediumSimplifies content but inconsistently verifies comprehension.
LowRelies on jargon or assumes understanding without checks.
A controversial governance decision must be explained to a network of masajid. How would you craft and deliver a message that is clear, minimizes misunderstanding, and preserves unity?
minSituationalNice
Clear CommunicationTalent
What good answers reveal
- Structure for clear, principle-first messaging and expected Q&A
- Use of channels and timing to reduce rumor and confusion
- Plans for two-way feedback and clarifying follow-ups
Pitfalls to avoid
- Encouraging theatrical rhetoric rather than clarity
- Asking for political positioning or partisan language
Follow-up questions
- What are the first three sentences of such a message?
- How would you handle persistent misinterpretation?
- How do you measure whether clarity improved unity?
Scoring Rubric
HighLeads with principles, explains decisions plainly, uses staged channels, and sets feedback/clarification plans.
MediumOffers clear points but lacks channel strategy or feedback loop.
LowProvides vague or defensive messaging that fuels confusion.
List the steps you use to prepare a khutbah so the main message, supporting evidence, and practical application are clear to a multi-generational audience.
minTechnicalNice
Clear CommunicationTalent
What good answers reveal
- A repeatable, audience-focused preparation process
- Methods for testing clarity and relevance across ages
- Attention to time, language, and takeaway actions
Pitfalls to avoid
- Equating length with thoroughness
- Requesting examples that disclose third-party private details
Follow-up questions
- Which step ensures accessibility for youth and elders?
- How do you adapt when time runs short?
- How do you gather feedback on clarity after delivery?
Scoring Rubric
HighPresents structured steps with audience testing, layered language, and measurable takeaways.
MediumHas reasonable steps but limited testing or tailoring for diverse ages.
LowGives vague or ad-hoc preparation steps without audience checks.
Describe a time you made an unpopular but necessary decision for the health of the masjid or community despite pushback. Focus on the decision and your steps, not the controversy.
minBehavioralNice
Professional CourageTalent
What good answers reveal
- Willingness to act aligned with principles despite opposition
- Clear decision-making steps and accountability measures
- Consideration of risks and communication strategy
Pitfalls to avoid
- Encouraging recounting of performative controversy or name-calling
- Asking about political affiliations or illegal actions
Follow-up questions
- How did you weigh risks versus harms?
- What accountability did you accept for the decision?
- How did you communicate the rationale to critics?
Scoring Rubric
HighTook principled action, planned mitigations, and transparently accepted accountability.
MediumMade decision but poorly planned communication or accountability.
LowAvoided hard choice or deferred responsibility to others.
You discover an imam under your supervision mishandled a safeguarding complaint. You face pressure to minimize the issue. What do you do to protect people and the institution?
minSituationalNice
Professional CourageTalent
What good answers reveal
- Prioritization of safety and integrity over reputation
- Steps for investigation, accountability, and transparent governance
- Protection for complainants and due process for the accused
Pitfalls to avoid
- Soliciting details that could identify or retraumatize victims
- Conflating courage with punitive haste without due process
Follow-up questions
- How would you document decisions and notify stakeholders?
- What immediate protections would you enact for potential victims?
- How do you balance confidentiality and necessary transparency?
Scoring Rubric
HighImplements clear safeguarding steps, independent review, protects complainants, and communicates appropriately.
MediumActs but with vague protections or inconsistent governance steps.
LowMinimizes issue to avoid conflict or delays action.
Assess this as evidence of professional courage: 'Chose to publicly correct a respected community leader's misleading statement about mosque policy, citing sources and offering a forum for discussion.'
minCalibrationNice
Professional CourageTalent
What good answers reveal
- Ability to weigh public correction versus private counsel
- Judgment about proportionality and avenues for resolution
- Sensitivity to impact on relationships and trust
Pitfalls to avoid
- Rewarding public confrontation as default
- Allowing interpersonal popularity to skew calibration
Follow-up questions
- What would make this action reckless rather than courageous?
- How would you evaluate whether public correction was necessary?
- What alternatives could preserve courage and unity?
Scoring Rubric
HighLooks for evidence of prior private attempts, proportionality, sourcing, and restorative follow-up.
MediumSees value but misses checks for proportionality and process.
LowApproves public correction without considering alternatives or fallout.
Share an instance when you changed a religious opinion or teaching approach after new information or perspectives. What led you to revise and how did you communicate that change?
minBehavioralNice
Intellectual HumilityTalent
What good answers reveal
- Openness to evidence and alternate interpretations
- Mechanism for updating views and admitting uncertainty
- Respectful communication about the change to the community
Pitfalls to avoid
- Interpreting humility as lack of conviction
- Pressing for doctrinal positions rather than process
Follow-up questions
- How did you document or teach the updated view to colleagues?
- Did you face resistance and how did you address it?
- How do you balance humility with authoritative guidance?
Scoring Rubric
HighDemonstrates clear revision process, cites sources, admits prior limits, and communicates respectfully.
MediumChanges position reluctantly without transparent explanation.
LowNever revises views or avoids admitting uncertainty.
A senior board member publicly challenges your scholarly interpretation. How do you respond in a way that models intellectual humility while maintaining community confidence?
minSituationalNice
Intellectual HumilityTalent
What good answers reveal
- Tactics to acknowledge limits and present evidence calmly
- Approach to invite constructive dialogue rather than defensiveness
- Plan to maintain unity while preserving scholarly integrity
Pitfalls to avoid
- Encouraging public self-criticism that confuses congregants
- Asking about theological positions that privilege one school over another
Follow-up questions
- What phrases would you use to acknowledge uncertainty?
- When would you offer a private follow-up instead of public debate?
- How would you prevent erosion of trust among congregants?
Scoring Rubric
HighPublicly models evidence-based modesty, invites structured discussion, and preserves institutional confidence.
MediumAcknowledges some uncertainty but misses opportunity for constructive dialogue.
LowDefensive or evasive public response that undermines trust.
Rate this as evidence of intellectual humility: 'Admitted in a staff meeting to being mistaken about a community practice and solicited input before issuing guidance.'
minCalibrationNice
Intellectual HumilityTalent
What good answers reveal
- Ability to distinguish genuine admission from tactical humility
- Awareness of follow-up actions that demonstrate learning
- Sensitivity to the impact on team credibility
Pitfalls to avoid
- Rewarding performative admissions with no follow-through
- Allowing status differences to bias calibration
Follow-up questions
- What follow-up actions would confirm sincerity?
- When might public admission harm community stability?
- What alternatives preserve learning without eroding trust?
Scoring Rubric
HighSeeks evidence of corrective actions, team involvement, and sustained behavioral change.
MediumSees admission as positive but asks few verification questions.
LowTakes admission at face value without evidence of learning or corrective steps.
Describe a time you adapted mosque programming or rituals to respect varied cultural practices while keeping the program consistent with Qur'anic and Prophetic guidance.
minBehavioralNice
Cultural SensitivityTalent
What good answers reveal
- Specific adaptations that respected cultural practices without compromising principles
- Stakeholder engagement to co-design adaptations
- Monitoring of outcomes and respect for minority practices
Pitfalls to avoid
- Allowing cultural relativity to override core religious requirements
- Asking about protected characteristics for justification
Follow-up questions
- Who did you consult before making changes?
- How did you ensure adaptations remained within religious boundaries?
- What was the feedback from different cultural groups?
Scoring Rubric
HighMeaningful consultation, principled adaptation, clear monitoring, and inclusive feedback.
MediumAdapts but with inconsistent religious or cultural checks.
LowMakes changes based on assumptions or favoritism without consultation.
A new immigrant community prefers different Quranic recitation styles and modesty norms. How would you integrate them into services so they feel at home while preserving shared masjid norms?
minSituationalNice
Cultural SensitivityTalent
What good answers reveal
- Plans to create inclusive practices and phased integration
- Clear limits and respectful compromises to preserve shared norms
- Mechanisms for two-way cultural education
Pitfalls to avoid
- Favoring one cultural expression as the 'authentic' Islam
- Asking about immigration status or nationality
Follow-up questions
- What temporary accommodations might you allow?
- How would you educate existing members about the newcomers?
- When would you enforce a shared norm rather than accommodate?
Scoring Rubric
HighCreates respectful accommodations, integration activities, and clear, principled shared norms.
MediumOffers accommodations but lacks integration or education plans.
LowEither enforces one-way assimilation or grants unrestricted exceptions.
What concrete steps or programs would you implement across a network to increase cultural sensitivity among imams and volunteers?
minTechnicalNice
Cultural SensitivityTalent
What good answers reveal
- Scalable training, mentorship, and feedback mechanisms
- Inclusion of community voices and measurable outcomes
- Sustainability through policy and leadership modeling
Pitfalls to avoid
- Assuming cultural sensitivity is solved by a single training session
- Proposing resource-heavy solutions without scalability
Follow-up questions
- How would you measure program effectiveness?
- How do you ensure smaller sites have resources?
- What role do community members play in design?
Scoring Rubric
HighPresents scalable training, mentorship, community input, and measurable evaluation plans.
MediumProposes programs but lacks measurement or scalability details.
LowSuggests one-off training or vague goodwill measures.
Give an example when you received critical feedback on your teaching or leadership. How did you respond, and what changes (if any) did you make?
minBehavioralNice
Feedback OpennessTalent
What good answers reveal
- Receptiveness to criticism without defensiveness
- Concrete adjustments informed by feedback
- Mechanisms to solicit and track future feedback
Pitfalls to avoid
- Allowing hierarchical status to silence honest feedback
- Asking for confidential details about complainants
Follow-up questions
- How did you verify the feedback represented broader concerns?
- What steps did you take to thank or acknowledge the feedback giver?
- How did you track the impact of changes made?
Scoring Rubric
HighAcknowledges, verifies, implements meaningful change, and tracks outcomes.
MediumAccepts feedback but makes minimal or cosmetic changes.
LowRejects or minimizes feedback or punishes feedback givers.
You introduce a new youth program and receive mixed feedback from parents and youth. Describe how you'd gather, evaluate, and use that feedback to improve the program.
minSituationalNice
Feedback OpennessTalent
What good answers reveal
- Structured feedback collection and stakeholder-specific channels
- Transparent criteria for evaluating feedback
- A closed-loop process that reports changes back to stakeholders
Pitfalls to avoid
- Treating feedback as a popularity contest rather than data
- soliciting personal or sensitive details from minors
Follow-up questions
- Which stakeholders get priority in conflicting feedback?
- How would you communicate decisions based on feedback?
- What metrics indicate improved satisfaction?
Scoring Rubric
HighImplements structured collection, clear evaluation criteria, and visible follow-up reporting.
MediumCollects feedback but lacks transparent evaluation or closure.
LowIgnores systematic feedback or relies on anecdote.
Assess this as evidence of feedback openness: 'Regularly scheduled anonymous congregant surveys lead to a curriculum change and the imam publicly summarized the results and next steps.'
minCalibrationNice
Feedback OpennessTalent
What good answers reveal
- Ability to evaluate procedural openness versus performative actions
- Awareness of anonymity safeguards and response integrity
- Judgment about public summary quality and follow-through
Pitfalls to avoid
- Rewarding tokenistic surveys without robust design
- Allowing small-sample vocal minorities to dominate calibration
Follow-up questions
- What details would you request to confirm survey legitimacy?
- What would make the public summary insufficient?
- How would you detect if changes were only cosmetic?
Scoring Rubric
HighChecks survey methodology, sampling, anonymity, concrete curriculum changes, and follow-up reporting.
MediumSees promise but asks limited questions about implementation.
LowAccepts summary as proof without checking survey design or outcomes.
Emergent Factors
Tight market for bilingual, US-contextualized Imams
Competition from chaplaincy, schools, and larger mosques raises pay and benefits. Scarcity of Arabic-English, fiqh-savvy leaders delays hiring and increases churn, especially in high cost-of-living cities.
Seasonal Ramadan/crisis surge strains capacity
Ramadan, Eid, and geopolitical crises spike attendance, counseling, and programming, risking burnout, safety issues, and uneven quality if staffing and schedules aren’t scaled.
Donor demand for measurable program outcomes
Major donors and grants expect KPIs for education, youth retention, converts’ support, and counseling outcomes, shifting the Imam role toward lightweight data collection and reporting.
Progression Framework
This table shows how competencies evolve across experience levels. Each cell shows competency at that level.
Core Fundamentals
8 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Worship Leadership and Khutbah Delivery | Leads daily prayers and short talks with accurate recitation and timing. | Prepares and delivers khutbahs with sourced references and clear calls to action. | Plans sermon series and mentors others in delivery and worship protocol. |
| Qur’an Recitation Instruction (Tajwid Basics) | Runs guided practice sessions using basic tajwid rules. | Designs lesson plans and tracks learner progress. | Standardizes recitation rubrics and trains assistants. |
| Foundational Islamic Studies Teaching | Delivers prepared lessons and facilitates Q&A. | Adapts content to learner levels and assesses understanding. | Curates core syllabus and aligns units across instructors. |
| Class Facilitation and Group Learning | Follows facilitation agenda and keeps discussion on topic. | Uses prompts and checkpoints to engage diverse learners. | Coaches facilitators and optimizes session formats. |
| New Muslim Orientation and Foundational Guidance | Uses checklists to cover essentials and follow-ups. | Customizes pacing and provides practice aids. | Builds a repeatable pathway with support resources. |
| Hadith/Seerah Instruction (Applied) | Delivers curated narrations with context notes. | Frames themes and connects to learner scenarios. | Develops series and reference packets for classes. |
| Children’s Qur’an Program Delivery | Runs drills and tracks individual practice. | Differentiates activities by level and attention span. | Coordinates assistants and standardizes progress rubrics. |
| Adult Education Programming (Introductory) | Facilitates sessions using prepared content and exercises. | Adapts cases and readings for audience needs. | Sequences modules and coordinates instructors. |
Tooling & Workflow
7 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Scheduling and Calendar Management | Maintains own schedule and accepts invites correctly. | Coordinates multi-person calendars and resolves conflicts. | Implements booking rules and automations. |
| Collaboration Suite Proficiency | Follows naming and sharing conventions. | Creates structured docs and tracks revisions. | Builds team spaces with permissions and templates. |
| Case/Request Tracking Workflow | Logs cases and updates statuses on time. | Defines fields and SLAs for request types. | Implements routing and escalation rules. |
| Task Management and Personal Workflow | Maintains personal backlog and due dates. | Uses boards and batches tasks by context. | Implements shared task boards and WIP limits. |
| Knowledge Capture and Notes | Takes action-oriented notes and files them. | Structures pages and links to sources. | Maintains knowledge base taxonomy and templates. |
| Volunteer Roster and Shift Workflow | Updates rosters and confirms shifts. | Creates role definitions and shift templates. | Automates sign-ups and reminders. |
| Meeting Facilitation and Minutes | Prepares agenda and captures decisions. | Timeboxes discussions and tracks actions. | Standardizes meeting cadences and templates. |
Architecture & Systems Thinking
5 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Curriculum Design and Sequencing | Drafts lessons that meet stated outcomes. | Maps sequences and assessments across modules. | Aligns curricula across age groups and programs. |
| Governance Policies and SOPs | Drafts SOP steps from current practice. | Harmonizes SOPs and adds controls. | Runs stakeholder reviews and training rollouts. |
| Program Portfolio Architecture | Contributes to program charters and KPIs. | Designs end-to-end program logic models. | Coordinates dependencies across programs. |
| Inclusive Program Design | Checks basic accessibility requirements. | Designs accommodations and inclusive flows. | Audits programs for inclusion gaps and remediates. |
| Facilities Maintenance System Design | Lists assets and basic maintenance intervals. | Creates PM schedules and vendor SLAs. | Implements work order system and reporting. |
Artifacts/Assets Management
5 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Records Retention and Filing | Files items using standard folders and names. | Implements retention schedules and indexes. | Runs audits and purges with approvals. |
| Contracts and MOUs Administration | Uses templates and collects signatures. | Tracks key terms and renewal dates. | Implements approval workflows and clause libraries. |
| Case Documentation Standards | Writes objective notes and tags correctly. | Defines required fields and summaries. | Audits case files and closes gaps. |
| Publication Editorial Workflow | Applies style and cites sources. | Coordinates peer review and edits. | Manages release schedules and errata. |
| Donation Records and Receipts | Logs gifts and issues standard receipts. | Reconciles batches and fixes discrepancies. | Implements controls and audit trails. |
Interfaces & Integration
7 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Media Relations and Press | Prepares talking points and routes inquiries. | Schedules briefings and tracks media lists. | Coordinates interviews and review processes. |
| Interfaith Relations | Tracks contacts and shares invitations. | Plans joint programs and follow-ups. | Coordinates MOUs and recurring dialogues. |
| Community Partnership Development | Collects partner info and needs. | Drafts partnership scopes and roles. | Manages pipelines and evaluations. |
| Civic Engagement Liaison | Tracks civic contacts and requests. | Plans joint civic activities and protocols. | Maintains MOUs and compliance needs. |
| Social Service Network Integration | Uses referral lists and records handoffs. | Maintains provider directory and follow-ups. | Defines SLAs and data-sharing protocols. |
| Digital Channel Integration | Publishes content with correct tags. | Builds campaigns and tracks UTM codes. | Automates cross-posting and segmentation. |
| Stakeholder Messaging Frameworks | Uses approved key messages. | Drafts variations per audience and channel. | Maintains master message maps and updates. |
Quality & Testing
5 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Program Evaluation and Feedback | Distributes surveys and compiles responses. | Analyzes trends and proposes actions. | Runs evaluation plans with KPIs. |
| Teaching Quality Review | Uses checklists during observations. | Provides evidence-based feedback and follow-up. | Runs review cycles and calibrates rubrics. |
| Incident Retrospectives | Captures timeline and facts. | Facilitates action item creation. | Trends incidents and prevents recurrences. |
| Service Standards and Checklists | Follows checklists and logs completion. | Creates and updates checklists from lessons learned. | Sets SLAs and monitors adherence. |
| Survey and Community Listening | Uses approved questions and channels. | Designs question sets and sampling plans. | Coordinates multi-channel listening and analysis. |
Operational Excellence
8 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Event Planning and Coordination | Executes assigned checklists. | Builds run sheets and vendor plans. | Owns end-to-end event plan and debrief. |
| Volunteer Operations | Checks in and follows briefings. | Creates role briefs and rotations. | Runs volunteer command and comms. |
| Crowd and Safety Management | Executes marshaling and signage setup. | Plans ingress/egress and barrier layouts. | Coordinates with security and first responders. |
| Ramadan and Eid Operations | Supports set-up and directed tasks. | Leads a seasonal workstream (e.g., iftar, taraweeh). | Coordinates full seasonal plan and contingencies. |
| Facility Turnover and Housekeeping Ops | Follows room setup checklists. | Plans turnover timelines and supplies. | Coordinates teams and vendors for turnover. |
| Onsite Communications | Uses comms protocol and confirms tasks. | Runs channel check-ins and updates. | Sets comms plans and escalation paths. |
| Prayer Service Operations | Preps space and timing per schedule. | Coordinates roles and ensures punctual start/end. | Optimizes flow and contingency plans. |
| Parking and Traffic Operations | Sets cones and directs vehicles per plan. | Designs flow and staff posts. | Coordinates with local authorities and neighbors. |
Security/Privacy/Compliance
8 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Child and Vulnerable Adult Safeguarding | Follows supervision and reporting rules. | Runs orientations and checks compliance. | Audits safeguarding controls and responds to incidents. |
| Data Privacy and Confidentiality | Uses secure channels and follows least-access rules. | Implements retention and redaction practices. | Runs access reviews and breach drills. |
| Legal Compliance and Mandatory Reporting | Identifies and escalates reportable concerns. | Maintains reporting logs and deadlines. | Coordinates with authorities and counsel. |
| Financial Controls and Disbursement Compliance | Follows approval and documentation steps. | Implements segregation of duties and thresholds. | Audits disbursements and fixes control gaps. |
| Access Control and Visitor Management | Checks badges and logs entries. | Manages access lists and schedules. | Reviews access reports and incidents. |
| Risk Register and Incident Reporting | Files incident reports accurately. | Updates risk entries and mitigations. | Trends risks and coordinates responses. |
| Pastoral Care Confidentiality Protocols | Uses approved intake and secure note practices. | Explains limits of confidentiality and obtains consent. | Audits care records and improves protocols. |
| Background Checks and Screening | Collects authorizations and submits requests. | Tracks clearances and renewals. | Reviews results and adjudicates per matrix. |
Product & Business Value
6 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Fundraising Campaign Planning | Prepares lists and materials. | Builds a campaign brief and schedule. | Optimizes segments and targets with data. |
| Donor Stewardship and Care | Logs interactions and sends acknowledgments. | Builds touchpoint plans by tier. | Manages portfolios and moves management. |
| Grant Prospecting and Writing | Collects requirements and drafts sections. | Builds narratives and budgets to fit criteria. | Coordinates partners and compliance checks. |
| Budgeting and Variance Analysis | Tracks expenses against line items. | Builds departmental budgets and forecasts. | Analyzes variances and recommends actions. |
| Earned Income Program Design | Collects pricing and demand inputs. | Builds simple unit economics and policies. | Optimizes pricing and utilization. |
| Financial Reporting for Leadership | Compiles standard reports on schedule. | Adds variance commentary and visuals. | Builds dashboards and scenario views. |
Emerging Practices
6 competencies
| Competency | Junior | Mid | Senior |
|---|---|---|---|
| Service Pilots and Experimentation | Runs a pilot with clear hypothesis and logging. | Iterates based on metrics and feedback. | Coordinates multi-site pilots and learning cycles. |
| Restorative Processes and Mediation | Follows mediation scripts and ground rules. | Structures agreements and follow-ups. | Designs restorative pathways and trains facilitators. |
| Mentorship and Leadership Pipeline | Tracks matches and check-ins. | Designs milestones and resources. | Runs cohorts and evaluates outcomes. |
| Youth Digital Outreach Initiatives | Publishes content to pilot channels. | Runs content calendars and measures reach. | Optimizes formats and partnerships. |
| Family Services Innovation | Documents needs and tests resources. | Designs pilot offerings and measures uptake. | Integrates successful pilots into core services. |
| Community Research and Needs Assessment | Collects qualitative inputs and logs. | Designs mixed-method data collection. | Synthesizes insights into program recommendations. |
Progression shows increasing complexity and scope