Hiring and Evaluation Processes: Building Future Successes Paul Starer and Lesley Kawaguchi Leadership Institute Hayes Mansion, San Jose, CA June 16, 2007 Building Future Successes Paul Starer and Lesley Kawaguchi Leadership Institute Hayes Mansion, San Jose, CA June 16, 2007

Legal Foundations  California Education Code is unequivocal: Faculty have primacy in hiring of fulltime faculty.  Section (b): “Hiring criteria, policies, and procedures for new faculty members shall be developed and agreed upon jointly by representatives of the governing board, and the academic senate, and approved by the governing board.”  California Education Code is unequivocal: Faculty have primacy in hiring of fulltime faculty.  Section (b): “Hiring criteria, policies, and procedures for new faculty members shall be developed and agreed upon jointly by representatives of the governing board, and the academic senate, and approved by the governing board.”

ASCCC History  In Fall, 1989, the ASCCC adopted two papers on faculty hiring:  Contract Faculty Hiring Procedures: A Model Based On AB 1725  Part-time Faculty Hiring Procedures: A Model Based on AB 1725  In 2000, a new paper was drafted: A Re- examination of Faculty Hiring Policies and Procedures  lty_hiring_fall00.htm  In Fall, 1989, the ASCCC adopted two papers on faculty hiring:  Contract Faculty Hiring Procedures: A Model Based On AB 1725  Part-time Faculty Hiring Procedures: A Model Based on AB 1725  In 2000, a new paper was drafted: A Re- examination of Faculty Hiring Policies and Procedures  lty_hiring_fall00.htm

Why and when should you become involved?  Local senate presidents should be involved long before positions are determined and advertised.  Local senate presidents can play a role in making sure that faculty are trained as EEO reps.  Hiring of faculty, administrators, superintendents, presidents, and chancellors are key to building future successes at your college.  Local senate presidents should be involved long before positions are determined and advertised.  Local senate presidents can play a role in making sure that faculty are trained as EEO reps.  Hiring of faculty, administrators, superintendents, presidents, and chancellors are key to building future successes at your college.

The Fulltime Faculty Hiring Process  1. Determining the Positions Needed:  The Faculty Obligation Number (FON) and Funding  Role of Departments (75/25, program needs, future plans, SLOs)  1. Determining the Positions Needed:  The Faculty Obligation Number (FON) and Funding  Role of Departments (75/25, program needs, future plans, SLOs)

The Hiring Process  2. Having a clearly defined process for determining which positions should be hired

The Hiring Process  3. Establishing the hiring committee  How many faculty members?  Suggestion: At least 4  Suggestion: Faculty should be majority  Which faculty roles should be considered?  Department Chairs and Discipline Faculty  Who else should be involved and who appoints?  Appropriate Administrator, Student, Staff, EEO Rep  3. Establishing the hiring committee  How many faculty members?  Suggestion: At least 4  Suggestion: Faculty should be majority  Which faculty roles should be considered?  Department Chairs and Discipline Faculty  Who else should be involved and who appoints?  Appropriate Administrator, Student, Staff, EEO Rep

The Hiring Process  4. Who does the paper screening?  FACULTY  4. Who does the paper screening?  FACULTY

Potential Complications  Diversity:  Affirmative Action ended in 1998 with Prop. 209  Retained in Title 5 by the Board of Governors as “The Community College Commitment to Diversity”  Training required by Title 5 Section  Model Equal Employment Opportunity Plan (all community college districts should be working on this, with local academic senate participation)  Diversity:  Affirmative Action ended in 1998 with Prop. 209  Retained in Title 5 by the Board of Governors as “The Community College Commitment to Diversity”  Training required by Title 5 Section  Model Equal Employment Opportunity Plan (all community college districts should be working on this, with local academic senate participation)

The Interview Process  Committee:  Determines the kinds of questions to be asked  Determines time allotted  Considers teaching demonstration  Establishes criteria for evaluation  Discusses  Committee:  Determines the kinds of questions to be asked  Determines time allotted  Considers teaching demonstration  Establishes criteria for evaluation  Discusses

The Interview Process  Who does the final interview?  Process varies from college to college  Who does the final interview?  Process varies from college to college

Processes for Part-Time and Emergency Hiring  Try to incorporate as many processes as you do for fulltime faculty hiring  Minimum quals  Equivalency  Faculty determine equivalency  Try to incorporate as many processes as you do for fulltime faculty hiring  Minimum quals  Equivalency  Faculty determine equivalency

Hiring Administrators  Does your college have a process in place?  Which administrative positions does your college see as having a direct impact on faculty and instruction?  Does your college have a process in place?  Which administrative positions does your college see as having a direct impact on faculty and instruction?

Hiring Superintendents and Presidents  How many of your districts or colleges have a written process for the hiring of superintendents, presidents, chancellors?

When Hiring the CEO  At some colleges, the Chair of the search committee for this administrative position is a senior administrator with academic or student services experience; it is also not uncommon to have a faculty co-chair as well. This arrangement can build district-wide trust in the entire selection process.  At some colleges, a consultant may oversee the process, with significant input from the college constituents.  At some colleges, the Chair of the search committee for this administrative position is a senior administrator with academic or student services experience; it is also not uncommon to have a faculty co-chair as well. This arrangement can build district-wide trust in the entire selection process.  At some colleges, a consultant may oversee the process, with significant input from the college constituents.

Conducting a Successful CEO Search  “Because the outcome of the selection process is so important, it should never be taken lightly or conducted in haste. The entire district--and particularly the board--will benefit from a comprehensive and thoughtful process that involves the appropriate constituencies of the institution and community and clarifies goals and priorities. Such a process allows the board to select a person it can support fully and establishes a foundation that enables the new leader to be effective.” p. 1.  “Because the outcome of the selection process is so important, it should never be taken lightly or conducted in haste. The entire district--and particularly the board--will benefit from a comprehensive and thoughtful process that involves the appropriate constituencies of the institution and community and clarifies goals and priorities. Such a process allows the board to select a person it can support fully and establishes a foundation that enables the new leader to be effective.” p. 1.

Building Future Successes  Faculty have a vested interest in who will lead their college, work with them in collegial consultation, and who will be their colleagues. Particularly with fulltime faculty hires, faculty have a professional stake in who will teach and advise their students and in who will work with them to “develop and safeguard the curriculum and uphold the sort of instruction that is maximally productive of humane values and which contributes toward students becoming informed, compassionate and productive members of their communities.”  The Future of the Community Colleges: A Faculty Perspective (ASCCC paper adopted Fall 1998).  Faculty have a vested interest in who will lead their college, work with them in collegial consultation, and who will be their colleagues. Particularly with fulltime faculty hires, faculty have a professional stake in who will teach and advise their students and in who will work with them to “develop and safeguard the curriculum and uphold the sort of instruction that is maximally productive of humane values and which contributes toward students becoming informed, compassionate and productive members of their communities.”  The Future of the Community Colleges: A Faculty Perspective (ASCCC paper adopted Fall 1998).