Faculty development begins with the purpose or goal of being a teacher. (See Perspective on Teaching)

The goal of “reaching beyond” is critical when the focus is faculty development. Individual faculty have to be both encouraged to reach beyond for themselves and guided to encourage that same thing in their students. The goal becomes how do we create “new” and grow from where we are.

Creating “new” means to find new ways of teaching and new information and new expressions. New is always an outgrowth of the process of “reaching beyond.” And it is that reaching that begins to define each member of the faculty and each student.

To support and develop faculty effectively means that we start with teaching. We provide mentorship and guidance to innovate and individualize teaching. That is just the beginning. Faculty must set the example. So, faculty must be encouraged and supported in scholarship and creativity. Such support includes things like intra and inter departmental symposia, encouragement to publish and present at regional, national, and international forums. But, more than that, developing unique, often cross-discipline, teams that include faculty and students in research and creative processes will support and even drive both faculty and student development.

Working with faculty to determine their own goals and dreams and then to support them is critical. Faculty development requires listening before proposing options. Most faculty are constantly scrambling for the support needed to balance their scholarship and teaching and other school and family responsibilities. So, to support and encourage development and growth, we need to learn their needs and tailor our support to them. That support may be adjustments in schedule or academic load. It may be childcare options. It may be time off for volunteer work. The exact mix and type of support needed must be based on individual needs.

To be truly successful, faculty must grow into effective mentors for the next generation of professionals and scholars. Some faculty find this easy, but many struggle with it. The source of struggle is different for each individual. Rather than mandate mentorship, the approach should be seminars (limited) on effective coaching, development of processes to include students in the scholarship process, and mentors for the faculty themselves.

In sum, the goal of guiding faculty to “reach beyond” and become super performers is reached by identifying faculty needs and providing support and leadership through a servant leadership model. It starts at the top. More is accomplished through gentle example and whispers in the ear than through mandates. The guidance is not a one size fits all. It is individualized, just as faculty working with students must individualize.