From Overwhelmed to Productive: Three Practical Strategies for First-Year Faculty – Faculty Focus

The transition into higher education can feel deceptively unstructured. After 22 years in K–12 education, I found myself with more autonomy than ever—but far less clarity on how to measure progress. Some days ended with only a few sentences written and a lingering question: Did I actually accomplish anything today? 

Over time, I developed some practical systems that helped me regain focus, build momentum, and feel successful on a daily basis. Three strategies, in particular, helped me learn and grow during my first year as a professor in an educational leadership graduate program. 

Redefine Productivity: Focus on the Process, Not the Outcome

So many tasks (i.e. projects, articles and publications, curriculum design) span over the course of weeks, sometimes even months. I worked on one article for almost two months, and, after I submitted it to a potential publisher, another two months passed before a decision was made. Long timelines can lead to low motivation.   

I learned quickly that long-term goals needed to be broken down into small chunks. I essentially needed to focus on the process that would lead to a long-term goal, measure its completion, and celebrate its success. Through trial and error, I now schedule a minimum of two four-hour blocks of time each week to work on scholarly activities such as an article submission or a book project. If I accomplish the task of sitting during those two blocks of time, I celebrate my success.   

John Wooden, the former UCLA men’s basketball coaching legend, did a lot of teaching around this. He said that first you set your goal.  Then, create a plan for accomplishing the goal. Once a plan is created, forget about the goal, and put 100% focus on executing your plan. This is where the magic happens. If you’re waiting to feel productive only when something is finished, you’ll feel stuck most of the semester. 

If you measure success by showing up consistently, progress will follow. 

Build a Three-Stage Scholarship Pipeline

Because of the long timelines involved in writing, submission, and publication, I started thinking about scholarly research and writing in three clear and distinct phases. At any given point in time, aim to have:  

One piece you’re writing. There should always be some level of active writing occurring. This doesn’t have to be a major project, it could simply be a reflection piece, or as sophisticated as a heavily-researched, scholarly article. What is important is that you are currently actively working on a piece.    One piece under review with a publisher. In my first year I came to realize that decisions on whether your article is going to get published can take weeks, sometimes months. This incubation phase is part of the process, so don’t fight. Just work to always have something under review.     One piece that has been accepted or is nearing publication. This is the destination in the publishing pipeline. As a new professor, building a portfolio is a process and it takes time. The ultimate goal is to see your articles reach the acceptance phase, and…congratulations! You are now published. What is important here is ensuring that the other parts of your pipeline remain active. This three-phase focus is how I’ve learned to stay consistent with my writing.  It has also helped me feel successful on a daily/weekly basis, knowing that the ultimate payoff—publication—may be months away. 

A steady pipeline keeps you productive even when results are delayed. 

Build a Multi-Layered Mentorship Network

Formal Mentors

The quickest way I’ve learned to achieve success is to study what successful people do and to duplicate their work habits. Simple enough. Therefore, I spend as much time as possible in mentoring relationships. My university partnered me with our department chair in a formal mentoring relationship. The university provides us with coffee and meal tickets so that we can build a relationship while spending time together. I have learned so much from this formal opportunity from someone who is extremely generous with her time and in sharing her expertise. My formal mentor has taught me how to proactively find journals that match my writing style, how to successfully document and write up my annual review, how to navigate the higher ed system, and how to navigate inter-departmental relationships.  

Action step: This week, ask for a formal mentor and schedule a monthly meeting. 

Informal Mentors

Prior to arriving at Stetson, I had built rapport with two other professors in my department. Both have been invaluable resources in helping me with things such as pedagogy, course design and revision, advising students, and approaching tenure and promotion requirements. Having seasoned professionals to bounce ideas off of, obtain multiple perspectives, etc. has been invaluable.  

Action step: This week, ask targeted questions to colleagues you trust. 

Peer Mentors

I met many of the professors in my department during my interview process. Once I started, I reached out to two of them and asked if I could observe them teaching. Starting with a beginner’s mind, I observe with fresh eyes and seek ways to learn and improve my craft. I observed two professors in my department this year. From this experience I learned so much. For example, observing an undergraduate special education course gave me more insight into the student teaching process, which helped me make more connections with my graduate students.  

Action step: This week, don’t wait for mentorship to be assigned—initiate it with specific requests e.g., “Can I observe one of your classes?”   

The fastest way to grow is to learn intentionally from others. 

The first year in higher education can feel ambiguous and isolating. But with the right systems in place—clear processes, a steady writing pipeline, and intentional mentorship—you can create structure in an otherwise unstructured environment. 

Start small. Choose one of these strategies this week, implement it, and build from there.

Andrew Olson, EdD, is an assistant professor of educational leadership at Stetson University and president of the Leadership Development Network. With over 20 years of experience in K–12 education as a teacher, principal, and district leader, his work focuses on leadership development, organizational systems, and practical strategies for improving performance.