Director of Student Success - Reedley, United States - InsideHigherEd

Description

Director of Student Success - Basic Needs and Retention (Full-Time, Academic Administrator)

State Center Community College District

Closing Date: 5/6/2024 at 11:55 PM

Campus Location: Fresno City College

Start Date: 03/19/2024

Essential Functions:
General Purpose
Under general direction of the Dean, Student Services plans, organizes, manages, evaluates, and provides administrative direction and oversight of all support and retention services and activities of the basic needs program; assigned state/federally categorically funded programs, grants; and other associated student support programs such as the Basic Needs Fund, Cal Fresh basic needs programs related to resources to address student food insecurities, housing insecurities, transportation, childcare, supplies needed to be successful in class, technology support and community resources; provides leadership to the campus in the areas of basic needs, food, housing, transportation insecurities, development of local partnerships with the community, and the development of student success and retention support services; initiates strategies for achieving the District's mission and institutional goals within areas of campus responsibility; and performs related duties as assigned.

The Director has the functional responsibility for the campus-wide planning, outreach, coordination, implementation, and evaluation of support and retention services and activities of the basic needs program. The Director plans, implements, and evaluates programs, training, and informational sessions in collaboration with campus and community partners, and makes recommendations for new and existing programs, through the facilitation of presentations and workshops; develops and monitors assigned budgets.

Distinguishing Characteristics
The Director of Basic Needs and Retention Services is distinguished from other directors by its responsibility for enhancing and creating partnerships that focus on under-served student populations. Incumbents help those students feel comfortable seeking services. Incumbents collaborate with academic partners to explain and communicate the services offered so that they can appropriately refer students to those services. The services are intended to improve access and utilization of support programs. Incumbents have broad management responsibilities within federal, state and local guidelines.

Essential Duties & Responsibilities
The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position.

1. Plans, organizes, directs, controls, integrates and evaluates the work of assigned categorically funded programs; with employees, develops, implements and monitors work plans to achieve goals and objectives; contributes to development of and monitors performance against the annual program(s) and grant budgets; researches, identifies and assists with the solicitation of grants, donations and other sources of funding; manages and directs development, implementation and evaluation of plans, work processes, systems and procedures to achieve annual program goals, objectives and work standards.

2. Participates in the selection of full-time and part-time faculty in coordination with the department, selection advisory committees, and the Human Resources Department; conducts and/or facilitates new employee orientations; encourages faculty in their continuing professional development; works to promote and maintain a collegial environment; serves as a mediator in the adjudication of faculty, staff, student and community conflict-resolution and grievance processes.

3. Directs and manages the performance of assigned employees; directs and oversees the selection of employees; establishes performance requirements and professional development targets for direct reports; regularly monitors performance and provides coaching for performance improvement and development including timely performance evaluations; ensures accurate reporting of absence time; hears and acts on grievances; subject to concurrence by senior management and Human Resources, approves or takes disciplinary action, up to and including termination, to address performance deficiencies, in accordance with Board Policies, Administrative Regulations, Human Resources procedures, Personnel Commission Rules, and collective bargaining agreements.

4. Provides day-to-day leadership and works with employees to ensure a high-performance, service-oriented work environment that supports achievement of the department's and the District's mission, objectives and values; promotes workplace diversity, inclusion, cultural competency and a positive work environment.

5. Participates in the development and implementation of District/college strategic plans, goals and objectives; leads and directs department employees in the development and application of new methodologies, technologies and business process improvements to achieve higher efficiency, productivity and customer service in department work processes.

6. Plans, organizes and directs the implementation of one or more categorically-funded basic needs' student support and retention programs; plans, manages and oversees the fiscal management of cooperative and direct grants; develops and monitors individual program tracking and data input and establishes audit trails; ensures grant-funded positions, expenditures and activities meet District, state and federal grant objectives, guidelines and regulations; oversees and participates in the tracking, aggregation, analysis and reporting of data extracted from internal and external databases; analyzes, evaluates and develops reports, recommendations and plans; ensures the accuracy and timely submission of college, District and funding source reporting.

7. Collaborates and develops partnerships with local community resources to identify resources to serve typically under resourced students; coordinates with the local homelessness response system; leverages partnerships to ensure students have access to community-based services; plans, develops and implements program components including basic needs' student retention, student success services.

8. Oversees implementation and evaluation of student basic needs' success and retention efforts. Plans, develops and implements program components including basic needs to support student retention and student success; evaluates programs, training, and informational sessions in collaboration with campus/District and community partners, and makes recommendations for new and existing programs; coaches student leaders and mentors on communication and leadership skills regarding peer-to-peer outreach for basic needs' student success and retention support services.

9. Works with faculty to complete assessment research and data analysis to determine programs and activities and coordinate student access; makes recommendations on program enhancements to improve student success and retention.

10. Directs implementation of marketing strategies to promote assigned programs, projects, and services; plans and coordinates assigned program workshops, presentations, information sessions and events; provides technical information, assistance, referrals, and case management support regarding basic needs program areas to students, staff, faculty, and the public.

11. Makes presentations to diverse audiences, including the Board of Trustees and other board-level groups.

12. Recommends, develops, implements, and revises policies, procedures and operational guidelines to improve and/or clarify processes.

13. Interprets, applies and ensures compliance with all federal and state laws, applicable program policies, procedures, guidelines and reporting requirements; remains current on applicable legislative decisions and developments; ensures accuracy and validity of program tracking and data; develops, maintains and audits spreadsheets, databases and reports; utilizes third-party portals and databases to research and track student information.

14. Serves on or leads committees, workgroups and task forces, and represents the college/District at local, regional, state and national conferences, meetings, workshops and training seminars; participates in advocacy efforts for program funding and participant resources; creates and lead Basic Needs Advisory Committee.

Other Duties
15. Participates in participatory governance processes and initiatives.

16. Demonstrates sensitivity to and understanding of historically minoritized groups and participates in professional development activities to increase cultural competency to enhance equity-minded practices within the District .

17. Performs related duties as assigned.

Minimum Qualifications:
Education and Experience
Must have evidence of responsiveness to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practices; and

• A master's degree from an accredited college or university and one year of formal training, internship or leadership experience reasonably related to the administrator's administrative assignment;

or

• Possession of a valid California Community College Supervisory Credential.

Licenses, Certificates, and Requirements
A valid California driver's license and the ability to maintain insurability under the District's vehicle insurance program.

Desirable Qualifications:
Experience and skill with addressing issues of equity; recent experience working with African American, Latinx, Native American, and other racially minoritized students and an understanding of how historical patterns of exclusions of these groups in higher education shape patterns of participation and outcomes; willingness to examine and remediate one's relational practices to more effectively engage and support racially minoritized students; and a commitment to participatory governance, consensus building, and team approach to management; experience with community organizations that support student basic needs.

Knowledge, Skills and Abilities
Knowledge of:
1. Principles, practices, methods and techniques of program, administrative and organizational analysis, planning and management applicable to assigned program.

2. Student basic needs and barriers encountered by low-income, culturally diverse, and first-time college students, as well as the unique challenges experienced by returning students.

3. Principles and practices of instructional program development and administration including methods of instruction and the application and use of educational technologies.

4. Accreditation standards of the Accrediting Commission for Community and Junior Colleges.

5. Principles, practices and methods of complex grant and categorical budget development and management, and grant tracking, monitoring and reporting.

6. Federal, state and local laws, regulations and policies governing community college programs, services, fiscal and reporting requirements including the Family Educational Rights and Privacy Act, California Education Code and Title IV.

7. As assigned, goals, objectives, rules, regulations and legislation related to Basic Needs and Retention Services.

8. Advanced principles, practices, methods and concepts used in public agency contracting and contract administration.

9. District/college student recordkeeping practices, procedures and systems for processing and maintaining student information.

10. Principles and practices of sound business communication including proper English usage, grammar, spelling, and punctuation.

11. Principles and practices of public administration, including budgeting, purchasing and maintaining public records.

12. Research methods and analysis techniques.

13. Principles and practices of effective management and supervision.

14. Principles and practices of strategic planning.

15. Grant research, writing and management.

16. Basic principles and practices of organizational improvement and culture change.

17. Safety policies and safe work practices applicable to the work being performed, including those required in crisis or threat situations.

18. Board Policies, Administrative Regulations, Human Resources procedures, Personnel Commission Rules, and collective bargaining agreements.

19. Community college and its mission and goals.

Skills and Abilities to:
1. Understand the importance of holding oneself accountable as educators for closing equity gaps and engaging in equitable practices.

2. Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility.

3. Encourage positive race-consciousness and embrace human difference.

4. Reflect on institutional and teaching practices and aim to create a culturally responsive teaching environment.

5. Strategically build buy-in and participation among colleagues for equity-related initiatives.

6. Effectively engage and support historically minoritized groups by addressing issues of equity and improving culturally responsive service-oriented practices.

7. Develop and maintain an inclusive work environment that fosters diversity, respect and engagement.

8. Plan and direct the operations, administration and complex reporting of federal, state and county grant funded programs.

9. Identify the need for and develop a wide variety of business, industry and community partnerships.

10. Work collaboratively with myriad college administrators and stakeholders to develop and implement projects and educational programs in assigned under-served populations.

11. Analyze and make sound recommendations on complex community college educational needs, educational programming and community partnership opportunities/issues within areas of responsibility.

12. Define issues, analyze problems, evaluate alternatives and develop sound, independent conclusions and recommendations in accordance with laws, regulations, rules and policies.

13. Prepare and administer memorandums of understanding, partnership agreements, contracts, invoices and documents.

14. Organize, set priorities and exercise expert, independent judgment within areas of responsibility.

15. Develop and implement appropriate procedures and controls.

16. Understand, interpret, explain and apply applicable laws, codes, rules and policies.

17. Represent the District/college effectively in dealings with students, employees and other colleges.

18. Prepare clear, concise and comprehensive correspondence, reports, studies and other written materials.

19. Operate a computer and use standard business software.

20. Make presentations and present proposals and recommendations clearly, logically and persuasively to diverse audiences.

21. Communicate effectively, both orally and in writing, and practice active listening.

22. Use tact and diplomacy in dealing with sensitive and complex issues, situations and concerned people.

23. Establish and maintain effective working relationships with all those encountered in the course of work.

24. Contribute to institutional vitality and growth.

Conditions of Employment:
220 duty days and 24 vacation days for a total of 244 days.

Salary and Benefits:
Starting annual salary $132,127 – $148,710 based on education and experience. An annual doctoral stipend of $2,419 is available. In addition, the District offers an attractive fringe benefit package including medical, dental, and vision coverage for the employee and dependents, and life insurance. Employees are also members of the California State Teacher's Retirement System (CalSTRS).

Selection Procedure:
Applications will initially be screened by Human Resources to determine which applicants meet the minimum qualifications as stated in the job announcement.

From the applicants who meet the minimum qualifications and who have submitted all the required documents, a search advisory committee will screen the application packets and determine the candidates who are best qualified based on the minimum qualifications and desirable qualifications. Those candidates will be invited to interview.

The selection committee will rate responses to the interview questions and writing prompt (if applicable). Based on this rating, a small number of applicants will be selected as the "recommended candidates". These candidates will be forwarded to the Vice President and College President for final interviews.

A hiring recommendation will be made by the College President and forwarded to the Board of Trustees of State Center Community College District for final approval.

State Center Community College District is an equal opportunity employer. It is our pledge to treat all applicants fairly and equitably in the recruitment and selection process. We endeavor to be a service-minded organization and respond, as best as we can, to the needs of our applicants and the faculty and administrators we work with in the District.

SCCCD EEO Plan

For more information, contact the Academic Human Resources Office, 1171 Fulton St, Fresno, CA 93721, For more information on Fresno City College or State Center Community College District, visit our website at Please refer to position number FVPST-DIR

Submission of application and related materials is the applicant's responsibility and must be submitted through the District's online applicant portal. The District reserves the right to re-advertise or to delay indefinitely the filling of a position if it is deemed that the applicants for the position do not constitute an adequate applicant pool or if funding is not available. All application materials are subject to verification. False statements may be cause for disqualification or discharge from employment.

Additional Information:
This is an academic management position, exempt from overtime provisions of the Fair Labor Standards Act, with responsibility for formulation and implementation of district policies, regulations, budget decisions, and supervision of personnel including assignment of work, evaluation of performance, adjusting grievances, recommending hiring, transfer, suspension, layoff, recall, promotion, and termination. Physical and Mental Demands
The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this assignment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands:
While performing the duties of this assignment, employees are regularly required to sit; talk or hear, in person and by telephone; use hands repetitively to finger, handle, feel or operate standard office equipment; and reach with hands and arms. Employees are frequently required to walk and stand; and lift up to 10 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

Mental Demands:
While performing the duties of this assignment, employees are regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve complex problems; observe and interpret situations; learn and apply new information or skills; perform highly detailed work; work on multiple, concurrent tasks with frequent interruptions and under intensive deadlines; and interact with District managers, faculty, staff, the public and others encountered in the course of work.

Working Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential duties of this assignment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Employees work under typical office conditions subject to frequent public contact and interruption and intermittent exposure to individuals acting in a disagreeable fashion, and the noise level is usually quiet. The employee may be required to travel to locations other than assigned worksite and to adjust to work schedule changes. This is an academic management position exempt from overtime provisions of the Fair Labor Standards Act.

At Fresno City College we value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, and orientations. We prioritize applicants who demonstrate they understand the benefits a diverse student population brings to a community college. The successful candidate will be an equity-minded leader committed to student success achieved through collaboration with faculty, classified staff, administration, students, and community partners who are also dedicated to closing equity gaps.
An equity-minded individual is a person who:

1. Understands the importance of holding ourselves accountable as educators for closing equity gaps and engaging in equitable practices;
2. Reframes inequities as a problem of practice and views the elimination of inequities as an individual and collective responsibility;
3. Encourages positive race-consciousness and embraces human difference;
4. Supports institutional practices that both develop and sustain culturally responsive teaching and learning environments; and
5. Strategically builds support for and participation in equity-related initiatives across both our internal and external communities.

Fresno City College seeks leaders who value placing the student at the center of everything we do, mentorship, and working in a collegial, collaborative environment. Leaders should be open and willing to participate in culturally relevant professional development that will help them prepare for the population of students who attend Fresno City College.
The ideal candidate will share Fresno City College's commitment to educating its racially and socioeconomically diverse student population. For the academic year, we enrolled over 36,000 students in which 65% identify as Latinx, 11% as Asian/Pacific Islander, 5% as Black/African American, 16% as White, 1% as American Indian/Alaska Native, and 3% as multiracial. Fresno City College is a Hispanic-Serving Institution, reflecting the great responsibility that the College has to the educational attainment and economic well-being of the surrounding community. The successful candidate will join a department dedicated to the use of a curriculum responsive to the students it serves.

State Center Community College District (SCCCD) provides students with a rich and dynamic learning experience that embraces differences — emphasizing collaboration and engaging students in and out of the classroom, encouraging them to realize their goals, and to become global citizens and socially responsible leaders. When you join our team at SCCCD, you can expect to be part of an inclusive, innovative and equity-focused community that approaches higher education as a matter of social justice that requires broad collaboration among faculty, classified staff, administration, students and community partners.

About the College As the very first community college in California, Fresno City College has a proud history of leadership in education and preparing generations of students for their future. Fresno City College is nestled near the lively Tower District and minutes from downtown Fresno, brick buildings and towering trees tell the long story of this historic institution. It is committed to academic excellence and diversity, equity, and inclusion among its faculty, classified professionals, and students. The college takes responsibility for equitable outcomes and successful pathways for all students.
Work for Us

MissionAs California's first community college, Fresno City College provides access to equity-centered, quality, innovative educational programs, and support services. Committed to a culture of anti-racism, we create dynamic communities of respect and inquiry which encourage student success and lifelong learning while fostering the sustainable economic, social, and cultural development of our students and region.
VisionFresno City College aspires to build upon our equity-centered mission and further our commitment to normalize a culture of racial equity and anti-racism. As a community of educators and learners, we will use our individual and collective positions of influence, power, and privilege to foster a community of belonging, affirmation, and validation. We will courageously join as faculty, staff, and students in upholding our core values to transform lives in the Central Valley and beyond.
Core ValuesEquity-Mindedness: We call attention to patterns of inequity in student outcomes and take personal and institutional responsibility for the success of our students. We critically reassess our own practices, are race-conscious, and aware of the social and historical context of exclusionary practices in American Higher Education.
Social Justice: We are focused on removing institutional barriers, taking responsibility for and mitigating systemic barriers. We are invested in validating our students' lived experiences through examining qualitative and quantitative data which enhances our understanding of intersectionality. This builds a foundation of data-driven solutions and responses to systemic issues.
Sustainable Social and Economic Mobility: We commit to breaking extractive, exploitative, and racist systems and practices. Servimos y empoderamos (we serve and empower) marginalized and racially-minoritized individuals, communities, and histories. With invested community partners, we build programs which foster trans-generational economic growth and prosperity.
FCC Institutional Research Site

To be considered for this position please visit our web site and apply on line at the following link:

EOE

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