Page 12 - index

Industrial Mechanical lab “Great performance-based instruction begins with a plan.”

to with questions and ask for help without worry of judgment conditions of success. None of this happens by accident.
or evaluation. Te faculty mentor works in a group system; Maxwell (1999) reminds us that “everything rises and falls on
typically, a faculty mentor is assigned to help four or fve leadership” (p. xi). Academic leaders with high expectations
new instructors. Te mentor is charged with creating a mini- of student learning must commit to even higher expectations
learning community with his or her mentees. of themselves to foster and maintain the strong systematic

Mentoring is a commitment. Faculty mentors are carefully development of new members of the faculty.
selected and come from diferent areas across the college. REFERENCES
Aligning new instructors with mentors from other academic
departments is deliberate. Working with instructors from Glickman, C. D. (2002). Leadership for learning: How to help
other areas helps instructors create a broader network in the teachers succeed. Alexandria, VA: Association for Supervision
and Curriculum Development.
college. Mentors are very connected to the intentional series
of development activities provided for new faculty. Glickman Maxwell, J. C. (1999). Te 21 Indispensable qualities of a leader.
(2002) suggests that mentors should receive training prior to Nashville, TN: Tomas Nelson.
peer coaching. Tis ensures congruence of the entire process Muhammad, A. (2009). Transforming school culture: How to
and expectations. Tey provide a continuous connection for overcome staf division. Bloomington, IN: Solution Tree Press.
that new instructor throughout the frst year. New instructors Reeves, D. B. (2010). Transforming professional development
beneft by working with other new instructors as well as their into student results. Alexandria, VA: Association for
mentor. Many life-long professional connections develop from Supervision and Curriculum Development.
this very intentional process.
DR. ROGER STANFORD has been with Chippewa Valley
STAND BY YOUR ORGANIZATIONAL COMMITMENT. Technical College (CVTC) since 2001, starting as an
instructor in marketing and moving across many
Attracting and retaining talented instructors is a critical organizational positions. He currently serves as the
role of the academic leader (Glickman, 2002). Te academic Vice President of Instruction.
team at the college shares this responsibility of hiring, on- Stanford attended CVTC afer graduating from
boarding, and transitioning new instructors so they can thrive Stanley-Boyd High School. He completed the two-
in teaching. An intentional commitment is required for the year marketing program in 1986, afer which he
allocation of support staf, development staf, and mentors, as served six years in the military. Afer completing his bachelor’s degree
well as the commitment to allow the time necessary to attend in marketing education through UW-Stout, he began his teaching
and deliver the proper learning opportunities. According career at Memorial High School.
to Muhammad (2009), leaders must develop systems that While teaching, Stanford continued to pursue higher education, earning
improve the skills of faculty, thus limiting their struggles in his masters of education degree through UW-La Crosse. He has taught at
the classroom. Presidents, vice presidents, deans, program both UW-La Crosse and UW-River Falls. In 2012, Stanford received his
directors, and department chairs must all be involved Ph.D. in curriculum and instruction through Capella University.
in supporting the journey to become a great instructor. In January of 2015, Stanford will be moving to Western Technical College
Clear expectations and intentional support systems create in La Crosse, Wisconsin as their new Vice President of Academic Afairs.

12 LEADERSHIP Vol. 20.3 Winter 2015

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