By Paul Sorgule, MS, AAC

Not everyone is built to teach; I think that this is a fair statement. Those who have made the transition from operational chef to teacher have come to this realization early on. Yet, without that experience as a chef is it possible to deliver what needs to be delivered?

It is the anecdotal information woven through a class and the experience of having “done it” that brings a culinary class to life. This “life in the trenches” component complements a curriculum and can excite students by bringing out the real meaning in each lesson.

So, what are the characteristics of the ideal culinary educator? Put aside the normal questions that fill an interview process – the following checklist can help a program director discover the right person for the job and the candidate determine whether or not they have the “right stuff” to teach.

Theoretical Knowledge:
One of the significant advantages of a formal culinary education vs. the school of hard knocks is the ability to learn “why” things happen in the cooking process. An instructor must be well versed in the “why.” 

Passion for Food and Cooking:
Passion is contagious and every program should want students to leave with a level of excitement about his or her career choice and where they will take this industry.

Strong Technical Cooking Skills:
The instructor must be the benchmark of excellence in technique. Students will emulate the habits and methods of the instructor. 

Exceptional Organizational Skills:
Mise en place is taught through example. This includes not only how the instructor maintains the kitchen, but also how organized he or she is with class presentations, demos, tests, evaluation of student work, etc. 

Patience:
Not every student learns at the same rate and unlike an operational chef, the instructor cannot fire the student. 

Confidence That can be Backed Up:
The goal of every culinary program should be to train a student to be “kitchen ready.” This confidence in skills leads to an ability to perform at an acceptable level in nearly any kitchen situation. The instructor must be a role model of verifiable confidence.

Exceptional Problem Solving Skills:
Problems both large and small crop up every day in a kitchen. The instructor must have a breadth of experience in problem solving and be able to create scenarios in the classroom and kitchen that test a student’s ability to do their own problem solving. 

Humility:
The instructor must be willing to admit when he or she is not right and when someone else is right; whether that person is a faculty peer or even a student. 

Strong Listening Skills:
Making the distinction between hearing and listening can be the difference between a presenter of information and a true teacher. Try to be the sage on the stage not the guide on the side.

A No-Compromise-On-Excellence Attitude:
Everything that the faculty member does should be from a standard of excellence. Everything that a student does should be toward the goal of excellence. Everything that is presented to the public should be a reflection of that attitude of excellence. Culinary instructors must allow students to make mistakes under the umbrella of a class, but never allow that mistake to be evident to the public.

Demonstrated Leadership and Team Building Skills:
An appreciation for the importance of teamwork and leadership through example begins in the classroom. 

A Person with High Expectations of Student Performance:
The right instructor will always demand great work from students, never compromise from this expectation, push students to improve, and in some cases pull them to that standard. For this to be effective, the instructor must demand nothing less of himself or herself. 

The Ability to Critique and Not Criticize:
The difference is clear. Anyone can criticize but an effective teacher will point out what is done well, what needs improvement, and most importantly demonstrate how improvement can take place. 

Excellent Communication Skills:
Excellent instructors are able to deliver the message in a succinct, understandable manner. This communication must include verbal and written methods.

A Track Record of Flexibility and Resilience:
Changing directions and methods of delivery when necessary with students is the sign of an instructor who understands that teaching can never rely on one approach to fit everyone. 

A Consummate Professional:
The ideal instructor will look the part, act the part, interact with others as a professional, and demonstrate how important it is to treat everyone and every situation as the consummate professional that the school hopes every graduate will become. 

The Ability to Separate Opinion From Fact:
One of the values in bringing experienced chefs into the classroom is their ability to show, through their actions and anecdotal information, how they operated a kitchen. The best instructor must know when to preface their information as either fact or one alternative way to accomplish this/how I feel that this particular thing should be done. 

The Ability to Know What They Don’t Know and Know Where to Find the Answers and Skills That are Demanded:
There is nothing wrong with saying, “I really don’t have an answer for that.” But the instructor should follow with, “But, I will find out.” More often than not, the instructor learns as much every day as the student and should always seek to identify what skills or knowledge he or she needs to enhance. 

To this end, the interview process should always involve the same modeling used in professional kitchens. Require the candidate to be a stagiare for a few days. Include in the hiring process the opportunity for the candidate to demonstrate cooking skills, work alongside other faculty team members, interact with and coach students, prepare and deliver a lecture/demonstration, and get a sense of fit. The most important component of a quality culinary program is not the facilities or equipment; it is the quality of faculty who deliver content within those facilities. Spending the time to identify “fit” in perspective team members is the most important time that you will invest in your program.

PLAN BETTER – TRAIN HARDER

Paul Sorgule, MS, AAC, president of Harvest America Ventures, a mobile restaurant incubator based in Saranac Lake, N.Y., is the former vice president of New England Culinary Institute and a former dean at Paul Smith’s College. Contact him at This email address is being protected from spambots. You need JavaScript enabled to view it..