Blazing New Trails - Connexions

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328 CRITICAL ISSUES IN EDUCATION LEADERSHIP PREPARATION faculty in the development of a judgment system that allows them to accept or decline certain situations that would compromise their growth in the department and the profession. Green (2008) pointed out that while the university tenure process is consistent in their expectations for scholarship, teaching, and service, the emphasis placed on each of these areas is inconsistent. Therefore, a mentor from the tenured faculty could assist novice faculty members further by helping to clarify the importance placed on these areas to avoid wasting valuable time and energy. Regarding service, this statement was further supported by one of the respondents, “make them [assistant professors] aware from the very beginning about the requirements for service related to tenure.” Another professor shared, “senior faculty should guide junior faculty into the level of service participation which is acceptable.” If the goal of an assistant professor is to achieve tenure, then all areas and expectations of the process as well as a mentor should be afforded to them if they are to achieve that goal. The lack of information and assistance could mean failure for some. Mantero (2004) recognized the true meaning of tenure when he wrote, “We are here to teach well, pursue sound research, and try to improve the world around us in some way. If we do those things, then tenure will follow” (p. 2). If that is the case, then junior faculty deserves the information and assistance they need to not only meet tenure requirements but achieve tenure. Clearly, as suggested by Young (2002), “Traditional notions of teaching, research, and service need to be revisited” (p. 3). While the service arm of the tenure process garners less attention than scholarship and teaching as revealed by the responses from this study, completed service endeavors are still of importance. Junior faculty should seek ways in which their service also relates to their teaching and research agendas. Service, as one of the professors shared, “expands the individual’s horizons.” While another added that service “is an essential aspect of the professional role. It causes and reinforces the fundamental human nature of university teaching and scholarly practice.” Until the area of service is eliminated from college and university tenure policies, it would serve a new assistant professor well to become involved in the various aspects of the service requirement. Tenure is not always a result of what a candidate does but the quality in how they do something (The Colorado State University Tenure and Promotion Policy, n.d). Service related activities can actually, contrary to common beliefs, “enhance…academic contributions” (The Colorado State University Tenure and Promotion Policy, n.d, p. 1). Whicker et al. (1993) suggested that having a “good performance record” may prevent a tenure-track professor from “having difficulties at tenure time” (p. 143). REFERENCES Boreen, J., Johnson, M. K., Niday, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding reflecting, coaching. Portland, ME: Stenhouse Publishers. Colorado State University. (n.d.). Service-learning: Influencing tenure and promotion. Retrieved from http://tilt.colostate.edu/guides/tilt_servicelearning/practices_tenure.cfm Filetti, J. S. (2009, Nov.). Assessing service in faculty reviews: Mentoring faculty and developing transparency. Mentoring and Tutoring: Partnership in Learning, 17(4), 343–352. Florida Atlantic University. (2006, August). Promotion and tenure criteria. Retrieved from http://med.fau.edu/ biomedical/promotion_and_tenure_criteria.html General guidelines for the preparation of supporting materials and the management of tenured and tenuredtrack candidate promotion files. (2010, Fall). Retrieved from http://www.utexas.edu/provost/policies/ evaluation/tenure/Guidelines%20T.TT.pdf
Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring 329 Green, R. G. (2008, Spring–Summer). Tenure and promotion decisions: The relative importance of teaching, scholarship, and service. Journal of Social Work Education.Retrieved from http://findarticles.com/p/ articles/mi_hb3060/is_2_44/ai_n29442292/?tag=rel.res3 Greene, H. C., O’Connor, K. A., Good, A. J., Ledford, C. C., Peel, B. B., & Zhang, G. (2008, November). Building a support system toward tenure: Challenges and need of tenure-track faculty in colleges in education. Mentoring and Tutoring, 16(4), 429–447. June, A. W. (2008). A helping hand for young faculty members. Chronicles of Higher Education, 55(3), A10- A12. Mantero, M. (2004, February). Road signs to tenure. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Road-Signs-to-Tenure/44766 Mertler, C. A., & Charles, C. M. (2011). Introduction to educational research (7 th ed.). Boston, MA: Pearson. Office of Academic Affairs. (n.d). University of Oregon guide to promotion and tenure-service. Retrieved from http://academicaffairs.uoregon.edu/print/590 Robbins, J. H. (2002, Fall). Service and tenure. [Review of the book Scholarship unbound: Assessing service as scholarship for promotion and tenure, by Kerry Ann O’Meara]. The Educational Forum, 67, 90–91. Rowley, J. B. (1999, May). The good mentor. Educational Leadership, 56(8), 20–22. Stalcup, A. M. (2006, March). The mechanics of getting tenure. Analytical and Bioanalytical Chemistry, 385, 1– 5. The Wallace Foundation. (2007, March). Getting principal mentoring right: Lessons from the field. <strong>New</strong> York: The Wallace Foundation. Villani, S. (2006). Mentoring and induction programs that support new principals. Thousand Oaks, CA: Corwin Press. Whicker, M. L., Kronenfeld, J. J., & Strickland, R. A. (1993). Getting tenure. <strong>New</strong>bury Park, CA: Sage. Young, S. (2002, September). Tenure and promotion and the scholarship of teaching: Two conversations or one? Academic Exchange Quarterly. Retrieved from http://www.thefreelibrary.com/_/print/PrintArticle. aspx?id=94078162
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20 NCPEA 11 BLAZING NEW TRAILS: Pre
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NCPEA EXECUTIVE BOARD 2010-2011 Pre
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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TABLE OF CONTENTS Contributing Auth
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Betty J. Alford, Stephen F. Austin
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xii Yearbook Reviewers Kenneth Rasm
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INVITED CHAPTERS PART 1
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4 PRESIDENT’S MESSAGE (3) The fed
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Shadows and Images II 7 LIVING LEGE
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Shadows and Images II 9 see little
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Shadows and Images II 11 settings,
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Shadows and Images II 13 into the m
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16 INVITED CHAPTERS Purpose of the
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18 INVITED CHAPTERS do not recogniz
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20 INVITED CHAPTERS Research Proced
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22 INVITED CHAPTERS Political maneu
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24 INVITED CHAPTERS CONCLUSION This
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26 INVITED CHAPTERS Johnson, R. B.,
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Complexities in the Workload of Pri
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47 CRITICAL ISSUES IN SHARED LEADER
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Professional Learning Communities:
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CRITICAL ISSUES IN CRITICAL ISSUES
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Administrative Functions The Admini
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The Administration of Special Educa
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