Setting High Professional Standards

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Setting High Professional Standards

• Eminence, Minimum Qualifications and Learning
  Assistance
• Spring Plenary Session 2009

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Standards and Practices Committee Members

• Beth Smith, Grossmont College, Chair
• Julie Adams, Academic Senate, Executive Director
• Dianna Chiabotti, Napa Valley College
• Joseph Bielanski, Berkeley City College
• Yolanda Bellisimo, College of Marin

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• General Equivalency Knowledge
• Equivalency processes and criteria must be
  jointly agreed upon by the local board and
  senate.
• Equivalencies may be granted for masters degree
  disciplines, but the non-masters disciplines are
  under discussion.
• Discipline faculty are the designated experts in
  determining whether or not an applicants work
  and education are at least equivalent to the
  required minimum qualifications.

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• Eminence and the Absence of a Associate Degree
  Minimum Qualification
• Search eminence under Title 5, and high
  school qualifications appear.
• No credential or degree required to teach CTE
  in high schools.

Both are Hold-Overs from Our Association with K-12
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Eminence

• Resolved, we conclude that eminence may no longer
  be used to qualify faculty when evaluating
  minimum qualifications during the faculty hiring
  process and
•  
• Resolved, we investigate if a Title 5 change is
  necessary to eliminate eminence as a means to
  qualify candidates in hiring pools.

• No longer in Title 5 for community colleges.
• Inconsistent use by administrators when
  considered outside of equivalencies.
• Problematic for human resources departments based
  on inconsistent use by faculty and
  administrators.
• Can be easily assumed under equivalencies.

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Associate Degree as Minimum Qual

• Resolved, we recommend to the Board of Governors
  that there is no equivalent to the associate
  degree for disciplines in which a masters degree
  is not generally expected or available, and that
  an associate degree is the minimum educational
  qualification required for all faculty members in
  these disciplines.

• College CTE faculty should have at a minimum an
  associate degree to understand what their
  students are experiencing.
• Faculty need to have expertise in the discipline
  as well as a general education.
• We award these degrees!
• College faculty need to be recognized as experts
  with higher qualifications than faculty at high
  schools.

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Learning Assistance
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Resolution 10.01 Fall 2008Resolved, That we
clarify the scope and intent of the minimum
qualifications for Learning Assistance and
Learning Skills Coordinators or Instructors
(Title 5 53415) and publish the results as soon
as possible.
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• Learning Assistance or Learning Skills
  Coordinators or Instructors (Title 5 53415)
• The minimum qualifications for service as a
  learning assistance or learning skills
  coordinator or instructor, or tutoring
  coordinator, shall be either (a) or (b)
  below(a) the minimum qualifications to teach
  any masters level discipline in which learning
  assistance or tutoring is provided at the college
  where the coordinator is employed or(b) a
  masters degree in education, educational
  psychology, or instructional psychology, or other
  masters degree with emphasis in adult learning
  theory.Minimum qualifications do not apply to
  tutoring or learning assistance for which no
  apportionment is claimed.

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• Basic Skills

• Resolution 10.01 S99
• Resolved that we reaffirm our opposition to
  basic skills as a separate discipline or as a
  sub-discipline to any discipline on the Master's
  List for minimum qualifications, and Resolved
  that we refuse to consider any proposed changes
  to the Disciplines List in its present review of
  the Disciplines List and subsequent reviews that
  would lower minimum qualifications for faculty
  who teach basic skills courses.

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• Survey
• Does your college have a learning assistance or
  learning skills coordinator or instructor?
• If yes, can you send us the job description?

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Next Steps?